Assessing English Language ProficiencyAssessing English Language ProficiencyA Training ModuleA Training Module

PUBLISHED AS PART OF THE LEP STUDENT PUBLISHED AS PART OF THE LEP STUDENT SUCCESS INITIATIVE GRANTSUCCESS INITIATIVE GRANT

Department of P-16 InitiativesDepartment of P-16 Initiatives

Texas Education AgencyTexas Education Agency

In collaboration withIn collaboration with

The Institute for Second Language Achievement (ISLA)The Institute for Second Language Achievement (ISLA)

Texas A&M University – Corpus ChristiTexas A&M University – Corpus Christi

andand

JoAnn Canales, Ph.D.JoAnn Canales, Ph.D.

Professor, Texas A&M University – Corpus ChristiProfessor, Texas A&M University – Corpus Christi

Workshop FocusWorkshop Focus

I.I. Review Assessment Standard and Competency for Review Assessment Standard and Competency for Becoming an ESL Certified Teacher in TexasBecoming an ESL Certified Teacher in Texas

A.A. English as a Second Language (ESL) Standards (Standard English as a Second Language (ESL) Standards (Standard VI)VI)

B.B. TExES – Texas Examinations of Educator Standards TExES – Texas Examinations of Educator Standards (Competency 007)(Competency 007)

II.II. Define Language and Language ProficiencyDefine Language and Language ProficiencyIII.III. Examine RequirementsExamine Requirements

A.A. State RequirementsState Requirements1.1. LPAC – Language Proficiency Assessment CommitteeLPAC – Language Proficiency Assessment Committee2.2. HLS - Home Language Survey HLS - Home Language Survey 3.3. OLPT - Oral Language Proficiency Test OLPT - Oral Language Proficiency Test

4.4. NRT - Norm Referenced TestNRT - Norm Referenced Test B.B. Federal (NCLB) Requirements - TELPAS – Texas Federal (NCLB) Requirements - TELPAS – Texas

English Language Proficiency Assessment English Language Proficiency Assessment SystemSystem

1.1. TOP – Texas Observation ProtocolsTOP – Texas Observation Protocols 2.2. RPTE – Reading Proficiency Tests in EnglishRPTE – Reading Proficiency Tests in English

BECOMING AN ESL CERTIFIED TEACHER IN BECOMING AN ESL CERTIFIED TEACHER IN TEXASTEXAS

Assessment is addressed by Standard VI Assessment is addressed by Standard VI

of the English as a of the English as a

Second Language (ESL) StandardsSecond Language (ESL) Standards

http://www.sbec.state.tx.us/SBECOnline/standtest/standards/allesl.pdf

BECOMING AN ESL CERTIFIED TEACHER IN BECOMING AN ESL CERTIFIED TEACHER IN TEXASTEXAS

Assessment is also Competency 007 Assessment is also Competency 007

on the TExES for ESL Certificationon the TExES for ESL Certification

http://www.texes.nesinc.com/prepmanuals/PDFs/http://www.texes.nesinc.com/prepmanuals/PDFs/TExES_fld154_prepmanual.pdfTExES_fld154_prepmanual.pdf

How English Proficient Are you?How English Proficient Are you?

To FAT32To FAT32You can use the FAT32 conversion tool to easily convert your hard You can use the FAT32 conversion tool to easily convert your hard

disk to the FAT32 file system. However, before you convert file disk to the FAT32 file system. However, before you convert file systems, you should read the following information carefully:systems, you should read the following information carefully:

If you didn’t make a Windows 98 Startup Disk, before you convert to If you didn’t make a Windows 98 Startup Disk, before you convert to FAT32, you should create one by following the steps in the ”Using FAT32, you should create one by following the steps in the ”Using the Startup Disk” section earlier in this chapter.the Startup Disk” section earlier in this chapter.

You shouldn’t convert any drives on which you also want to run an You shouldn’t convert any drives on which you also want to run an operating system that doesn’t support FAT32. Also, if you’re operating system that doesn’t support FAT32. Also, if you’re running Windows 98 and another operating system in a dual-boot running Windows 98 and another operating system in a dual-boot environment, converting your primary disk drive to FAT32 may environment, converting your primary disk drive to FAT32 may cause the other operating system to be unusable. This is true cause the other operating system to be unusable. This is true even if the other operating system is installed on a different drive.even if the other operating system is installed on a different drive.

If anti-virus software is running, it may detect the request to update If anti-virus software is running, it may detect the request to update the partition table and book record and prompt you to allow the the partition table and book record and prompt you to allow the updates. If this occurs, instruct the anti-virus software to allow updates. If this occurs, instruct the anti-virus software to allow the updates.the updates.

Once you convert to FAT32, you can’t compress stored information or Once you convert to FAT32, you can’t compress stored information or convert back to FAT16 unless you use a third-party partition convert back to FAT16 unless you use a third-party partition management utility designed for that purpose.management utility designed for that purpose.

Language and Language Proficiency DefinedLanguage and Language Proficiency Defined

Linguistic StructuresLinguistic Structures– GraphophonemicsGraphophonemics– LexiconLexicon– MorphologyMorphology– SemanticsSemantics

Communication SkillsCommunication Skills

ReceptiveReceptive ExpressiveExpressive

OralOral ListeningListening SpeakingSpeaking

WrittenWritten ReadingReading WritingWriting

Language and Language Proficiency Defined Language and Language Proficiency Defined (Continued)(Continued)

Sociolinguistic VariablesSociolinguistic Variables– Social domainsSocial domains– RegistersRegisters– DialectDialect– Knowledge of the languageKnowledge of the language

Stages of Language LearningStages of Language LearningGrade 2-6 LevelGrade 2-6 Level

Communication Development StageCommunication Development Stage

Grade 1 LevelGrade 1 Level

Creative StageCreative Stage

Kindergarten LevelKindergarten Level

Automatic StageAutomatic Stage

60 Months60 Months

Structural Awareness StageStructural Awareness Stage

48 Months48 Months

Expansion & Delimiting StageExpansion & Delimiting Stage

24 Months24 Months

Unitary StageUnitary Stage

12 Months12 Months

Infant StageInfant Stage

Child learns difficult phonemes/complex Child learns difficult phonemes/complex grammar. “If I were you. I would have grammar. “If I were you. I would have gone.”gone.”

Child is able to create his/her own Child is able to create his/her own language. “Mommy, I love you 1,000 language. “Mommy, I love you 1,000 trees.trees.

Child can generate original language. Child can generate original language. “When I get big, I’m gonna be an “When I get big, I’m gonna be an astronaut..”astronaut..”

Child makes errors by overgeneralizing. Child makes errors by overgeneralizing. “I goed to the store today.”“I goed to the store today.”

Language has features of adult Language has features of adult language. “I want to go outside with language. “I want to go outside with you.”you.”

Speech is abbreviated. Child uses 2 – Speech is abbreviated. Child uses 2 – word utterances. “Baby, go?”word utterances. “Baby, go?”

Child vocalizes. Babbles “ma-ma-maChild vocalizes. Babbles “ma-ma-ma”.”.

More Than Meets the Eye!More Than Meets the Eye!

• AppearancesAppearances• DialectDialect• FoodsFoods

and and • CustomsCustoms•Religious beliefsReligious beliefs•ValuesValues•““Grandmother’s Grandmother’s

stories”stories”•InterpersonalInterpersonal

dynamicsdynamics

Texas Education Agency RequirementsTexas Education Agency Requirements

HLS - Home Language Survey HLS - Home Language Survey

OLPT - Oral Language OLPT - Oral Language Proficiency Proficiency

Test Test

NRT - Norm Referenced Test NRT - Norm Referenced Test

LPAC – Language ProficiencyLPAC – Language Proficiency Assessment CommitteeAssessment Committee

Home Language SurveyHome Language Survey

Administered, only once, at time of Administered, only once, at time of enrollmentenrollment

Sample survey questions:Sample survey questions:– What language is spoken in your home

most of the time?"– What language does your child (do you)

speak most of the time?"

Oral Language Proficiency TestOral Language Proficiency Test

Examples: IDEA, LASExamples: IDEA, LAS

Example of Linguistic Structures Example of Linguistic Structures Measured by the LASMeasured by the LAS

Communi-Communi-cation cation SkillsSkills

VocabularyVocabulary SyntaxSyntax SemanticsSemantics PhonologyPhonology

ListeningListening XX XX

SpeakingSpeaking XX XX XX XX

Norm Referenced TestNorm Referenced Test

Examples: Examples:

– CTBS – Comprehensive Test of Basic SkillsCTBS – Comprehensive Test of Basic Skills– SAT – Stanford Achievement TestSAT – Stanford Achievement Test– CAT – California Achievement TestCAT – California Achievement Test

Bilingual or ESL Program Placement CriteriaBilingual or ESL Program Placement Criteria

– Score below the 40Score below the 40thth percentile or percentile or– Unable to take the test due to limited English proficiencyUnable to take the test due to limited English proficiency

Issues with SATsIssues with SATs

– Assess reading skills, not writingAssess reading skills, not writing– Challenging for students withChallenging for students with

Poor reading skillsPoor reading skills Learning disabilitiesLearning disabilities Limited attention spanLimited attention span

Texas Education AgencyTexas Education AgencyRequirementsRequirements

LPAC – Language ProficiencyLPAC – Language Proficiency

Assessment CommitteeAssessment Committee– RoleRole– CompositionComposition– Some Decision Making PointsSome Decision Making Points– DocumentationDocumentation

http://www.tea.state.tx.us/student.assessment/http://www.tea.state.tx.us/student.assessment/resources/guides/lpac/index.htmlresources/guides/lpac/index.html

Federal (NCLB) RequirementsFederal (NCLB) Requirements

TELPAS – Texas English Language Proficiency TELPAS – Texas English Language Proficiency Assessment System Assessment System

http://www.tea.state.tx.us/student.assessment/telpashttp://www.tea.state.tx.us/student.assessment/telpas/telpas_guide.pdf/telpas_guide.pdf

– Meets NCLB federal requirementsMeets NCLB federal requirements– Assesses ELLs in Listening, Speaking, Reading, WritingAssesses ELLs in Listening, Speaking, Reading, Writing– Parent brochure availableParent brochure available

http://www.tea.state.tx.us/student.assessment/resourceshttp://www.tea.state.tx.us/student.assessment/resources/guides/parent_csr/telpas.html/guides/parent_csr/telpas.html – Uses 4 proficiency ratings – Beginning, Intermediate, Uses 4 proficiency ratings – Beginning, Intermediate,

Advanced, and Advanced HighAdvanced, and Advanced High– Has two parts: Has two parts:

TOP (Texas Observation Protocols) – Grades K-12TOP (Texas Observation Protocols) – Grades K-12 RPTE (Reading proficiency Tests in English) – Grades 3-12RPTE (Reading proficiency Tests in English) – Grades 3-12

TOP – Texas Observation Protocols TOP – Texas Observation Protocols (READING - Grades K – 2)(READING - Grades K – 2)

Reading (K-2) – Formative assessment, using Reading (K-2) – Formative assessment, using grade level rubrics found in the TOP Rater grade level rubrics found in the TOP Rater Manual, based on the following types of Manual, based on the following types of activities:activities:

Paired readingPaired reading Sing-alongs and read-a-longs, including Sing-alongs and read-a-longs, including

chants and poems;chants and poems; Shared reading with big books, etc.Shared reading with big books, etc. Guided reading with leveled readers/textsGuided reading with leveled readers/texts Reading subject-area texts and related Reading subject-area texts and related

materialsmaterials Independent readingIndependent reading Literature circlesLiterature circles Cooperative group workCooperative group work Reading response journalsReading response journals Sustained silent reading Sustained silent reading

http://www.tea.state.tx.us/student.assessment/admin/rpte/Descriptors_06.pdf

TOP Proficiency Level Descriptors Grades K-1 Reading

TOP Proficiency Level Descriptors Grade 2 Reading

RPTE – Reading Proficiency Tests in EnglishRPTE – Reading Proficiency Tests in English

Grades 3 – 12Grades 3 – 12 Designed especially for ELLsDesigned especially for ELLs Variety of reading selections and questionsVariety of reading selections and questions Span range of English reading abilitySpan range of English reading ability Different RPTE test for grade groups (3, 4-5, 6-8, Different RPTE test for grade groups (3, 4-5, 6-8,

9-12)9-12)

http://www.tea.state.tx.us/student.assessment/resources/release/http://www.tea.state.tx.us/student.assessment/resources/release/rpte/index.htmlrpte/index.html

http://www.tea.state.tx.us/student.assessment/teachers.htmlhttp://www.tea.state.tx.us/student.assessment/teachers.html

RPTE – Reading Proficiency Tests in EnglishRPTE – Reading Proficiency Tests in EnglishEXEMPTIONSEXEMPTIONS

ELL students in special ELL students in special education may be education may be exempted by ARD exempted by ARD CommitteeCommittee

22ndnd semester non- semester non-English speaking English speaking immigrants may be immigrants may be exempted by LPACexempted by LPAC

ELLs with parental ELLs with parental denials may not be denials may not be exemptedexempted

TOP – Texas Observation Protocols (WRITING TOP – Texas Observation Protocols (WRITING -- Grades K – 12)-- Grades K – 12)

Writing (K-12) – Formative assessment, using grade Writing (K-12) – Formative assessment, using grade level rubrics found in the TOP Rater Manual, of 3-5 level rubrics found in the TOP Rater Manual, of 3-5 writing samples, including academic and non-writing samples, including academic and non-academic work, taken at time of rating. Examples of academic work, taken at time of rating. Examples of writing taken from TEA website may include:writing taken from TEA website may include:

Journal writing for personal reflectionsJournal writing for personal reflections Shared writing and language experience dictationShared writing and language experience dictation Organization of thoughts and ideas through prewriting Organization of thoughts and ideas through prewriting

strategiesstrategies Writing assignments in various subject areasWriting assignments in various subject areas Publishing and presentingPublishing and presenting Labeling pictures, objects, and items from projectsLabeling pictures, objects, and items from projects Cooperative group workCooperative group work Learning logs for content-area concept attainmentLearning logs for content-area concept attainment First draftsFirst drafts Revising and editing skill applicationRevising and editing skill application

http://www.tea.state.tx.us/student.assessment/telpashttp://www.tea.state.tx.us/student.assessment/telpas/telpas_prompts.pdf/telpas_prompts.pdf

http://www.tea.state.tx.us/student.assessment/admin/rpte/Descriptors_06.pdf

TOP Proficiency Level Descriptors Grades K-1 Writing

TOP Proficiency Level Descriptors Grades 2-12 WritingTOP Proficiency Level Descriptors Grades 2-12 Writing

Grade 4 Writing Example

Grade 8 Writing Example

GRADE 4 Writing Example (High Level)

Other ideas for assessing writing:Other ideas for assessing writing:

Develop essay questions from text material Develop essay questions from text material covered.covered.

Be directive, e.g., compare, critique, define, Be directive, e.g., compare, critique, define, etc.etc.

Allow students adequate time for a full Allow students adequate time for a full response.response.

Content Area Examples – Content Area Examples – ScienceScience

Science Example 1: (6th – 8th grade)Science Example 1: (6th – 8th grade)Scientists tell us that there are hundreds of asteroids Scientists tell us that there are hundreds of asteroids

that could collide with the earth anytime. One such that could collide with the earth anytime. One such asteroid did in fact collide with the earth millions of asteroid did in fact collide with the earth millions of years ago during the time of the dinosaurs. Describe years ago during the time of the dinosaurs. Describe where you think this asteroid might have hit the where you think this asteroid might have hit the earth and what kinds of physical changes took place earth and what kinds of physical changes took place afterwards. afterwards.

Imagine that you have just heard on the news that an Imagine that you have just heard on the news that an asteroid is going to hit the earth in a few days. asteroid is going to hit the earth in a few days. Describe ways that scientists will try and keep the Describe ways that scientists will try and keep the asteroid from hitting the earth. How will people react asteroid from hitting the earth. How will people react and what will you do?and what will you do?

Science Example 2: (9th-12th grade)Science Example 2: (9th-12th grade)You are given two test tubes, one labeled Protein Q, the You are given two test tubes, one labeled Protein Q, the

other labeled Protein Z. How could you tell if these other labeled Protein Z. How could you tell if these tubes really contained different proteins? Outline the tubes really contained different proteins? Outline the experimental procedure you would follow.experimental procedure you would follow.

Content Area Examples – Social StudiesContent Area Examples – Social StudiesSocial Studies Example 1: (6th – 8th grade)Social Studies Example 1: (6th – 8th grade)

Step back into time to the 1600’s. You are a woman with lots Step back into time to the 1600’s. You are a woman with lots of intelligence, lots of ideas and lots to offer the world. of intelligence, lots of ideas and lots to offer the world. Write an entry in your diary explaining your frustration Write an entry in your diary explaining your frustration because you are about to get married to a man you don’t because you are about to get married to a man you don’t even know. Your marriage has been arranged by your even know. Your marriage has been arranged by your parents and you have no choice but to marry this man. He parents and you have no choice but to marry this man. He is quite a bit older than you. You are much more is quite a bit older than you. You are much more interested in using your intelligence and education for interested in using your intelligence and education for something. Write in your diary about what you want to do, something. Write in your diary about what you want to do, and why your society probably won’t let you.and why your society probably won’t let you.

Social Studies Example 2: (9th – 12th grade) Social Studies Example 2: (9th – 12th grade)

An important function of the United Nations is to help settle An important function of the United Nations is to help settle disputes between nations. Describe how one dispute was disputes between nations. Describe how one dispute was handled successfully, point out how the settlement handled successfully, point out how the settlement illustrates a general strength of the United Nations. illustrates a general strength of the United Nations. Describe also how one dispute was handled unsuccessfully, Describe also how one dispute was handled unsuccessfully, pointing out how this illustrates a general weakness of the pointing out how this illustrates a general weakness of the United Nations. United Nations.

Describe the characteristics of the party system in the U.S. illustrated in the cartoon below.

Social Studies Example 3 (9th – 12th grade)

Content Area Examples – Content Area Examples – Language ArtsLanguage Arts

Language Arts Example 1: (6th – 8th grade)Language Arts Example 1: (6th – 8th grade)

The main character in this story is an eighth grade girl The main character in this story is an eighth grade girl who overhears her teachers arguing about her. She who overhears her teachers arguing about her. She is a straight A student and seems to do well in class. is a straight A student and seems to do well in class. Describe what you think the teachers are discussing Describe what you think the teachers are discussing and what it might have to do with the green and and what it might have to do with the green and gold “Scholarship Jacket”.gold “Scholarship Jacket”.

Language Arts Example 2: (9th – 12 grade)Language Arts Example 2: (9th – 12 grade)

Use a picture or a cartoon and ask students to create a story Use a picture or a cartoon and ask students to create a story depicting what they see.depicting what they see.

USING PICTURES AS A STIMULUS

Content Area Examples – MathContent Area Examples – Math

Grouping:Grouping: Assign students to groups of 2 Assign students to groups of 2

Materials:Materials: – 2 sheets of paper2 sheets of paper– 1 pencil1 pencil– 2 patterns per group2 patterns per group

Directions:Directions:Each of you has a pattern that you are going to ask Each of you has a pattern that you are going to ask

your partner to draw. BE SURE that your partner your partner to draw. BE SURE that your partner does not/cannot see the pattern. Sit back to back does not/cannot see the pattern. Sit back to back and take turns describing your particular pattern to and take turns describing your particular pattern to your partner. Be sure to call each shape by its name, your partner. Be sure to call each shape by its name, e.g., e.g., Draw a triangle in the upper right hand corner.Draw a triangle in the upper right hand corner. Be specific and remember to use the terms we have Be specific and remember to use the terms we have learned in math class. Each of you has 10 minutes to learned in math class. Each of you has 10 minutes to describe your pattern to your partner.describe your pattern to your partner.

Scoring:Scoring: Use the TOP rubrics for listening and speaking Use the TOP rubrics for listening and speaking

TOP – Texas Observation Protocols TOP – Texas Observation Protocols (LISTENING -- Grades K – 12)(LISTENING -- Grades K – 12)

Listening (K-12) – Assess formatively, using Listening (K-12) – Assess formatively, using a rubric, during informal and formal academic a rubric, during informal and formal academic tasks. A rubric is provided on p. 23 of the tasks. A rubric is provided on p. 23 of the TOP Rater Manual found on the TEA website. TOP Rater Manual found on the TEA website. Examples of activities provided on the TEA Examples of activities provided on the TEA website include:website include:

Reacting to oral presentationsReacting to oral presentations Responding to text read aloudResponding to text read aloud Following directionsFollowing directions Cooperative group workCooperative group work Informal, social discourse with peersInformal, social discourse with peers Large-group and small group interactions in Large-group and small group interactions in

academic settingsacademic settings One-on-One InterviewsOne-on-One Interviews Individual student conferencesIndividual student conferences

http://www.tea.state.tx.us/student.assessment/admin/rpte/Descriptors_06.pdf

TOP Proficiency Level Descriptors Grade K-12 Listening

TOP – Texas Observation Protocols TOP – Texas Observation Protocols (SPEAKING -- Grades K – 12)(SPEAKING -- Grades K – 12)

Speaking (K-12) -- Assess formatively, using a Speaking (K-12) -- Assess formatively, using a rubric, during informal and formal academic rubric, during informal and formal academic tasks. A rubric is provided on p. 24 of the tasks. A rubric is provided on p. 24 of the TOP Rater Manual found on the TEA TOP Rater Manual found on the TEA website. Examples of activities provided on website. Examples of activities provided on the TEA website include:the TEA website include:

Cooperative group workCooperative group work Oral presentationsOral presentations Informal, social discourse with peersInformal, social discourse with peers Large-group and small group interactions in Large-group and small group interactions in

academic settingsacademic settings One-on-One InterviewsOne-on-One Interviews Classroom discussionsClassroom discussions Articulation of problem-solving strategies Articulation of problem-solving strategies

Individual Student Conferences Individual Student Conferences

TOP PROFICIENCY Level Descriptions Grades K-12 Speaking

FORM for Documenting Listening and Speaking Activities

FORM for Documenting Reading and Writing Activities

FORM for Capturing Proficiency in Communications Skills

More To Assessing Language More To Assessing Language Proficiency Than Meets the Eye!Proficiency Than Meets the Eye!

• HLSHLS• OLPTOLPT• NRTNRT

versus• Reading Rubrics• Writing Rubrics• Speaking Rubrics• Listening Rubrics• Reading Proficiency Test

One-shot Snapshots May not Capture True Capabilities

Recommending a Student for Exit?Recommending a Student for Exit? Ask yourself . . .Ask yourself . . .

1.1. Does the oral language proficiency test used by your school Does the oral language proficiency test used by your school district measure, not only the kind of language needed in district measure, not only the kind of language needed in your class, but also that which will be needed at the next your class, but also that which will be needed at the next higher grade level?higher grade level?

2.2. Has the student sufficiently mastered the basic language Has the student sufficiently mastered the basic language skills that will prepare him/her to deal successfully with the skills that will prepare him/her to deal successfully with the shifting emphasis of language skills at the next level of shifting emphasis of language skills at the next level of schooling?schooling?

3.3. Are you familiar with the textbooks that the student will be Are you familiar with the textbooks that the student will be expected to use during the next school year? Are you sure expected to use during the next school year? Are you sure s/he can handle both the language and content demands of s/he can handle both the language and content demands of these books with a minimum of help?these books with a minimum of help?

4.4. Have you challenged the student in terms of vocabulary Have you challenged the student in terms of vocabulary development, a variety of thinking and problem solving development, a variety of thinking and problem solving skills, and on a wide range of topics?skills, and on a wide range of topics?

Recommending a Student for Exit? Recommending a Student for Exit? Ask yourselfAsk yourself . . . (Continued) . . . (Continued)

5.5. How is the student’s reading rate in English? How is How is the student’s reading rate in English? How is his/her comprehension, not only of materials in the his/her comprehension, not only of materials in the reading text, but in the content-area materials as well?reading text, but in the content-area materials as well?

6.6. What are the student’s scores in language arts and What are the student’s scores in language arts and reading on the most recently-administered achievement reading on the most recently-administered achievement test? Are his/her scores at least as high as the average test? Are his/her scores at least as high as the average student in the school (i.e., the student’s scores compare student in the school (i.e., the student’s scores compare favorably with the school or district expectations?favorably with the school or district expectations?

7.7. Has the student mastered the district standards in math, Has the student mastered the district standards in math, science, and social studies? Is the progress that s/he has science, and social studies? Is the progress that s/he has made toward achieving the content standards what you made toward achieving the content standards what you would expect compared to other students in the same would expect compared to other students in the same grade?grade?

8.8. How high is the student’s anxiety level in your class? Is How high is the student’s anxiety level in your class? Is school stressful for the student or is s/he self confident school stressful for the student or is s/he self confident and able to handle frustration or failure?and able to handle frustration or failure?

Adapted from B. Mace-Matluck, Southwest Educational Development Laboratory (SEDL)Adapted from B. Mace-Matluck, Southwest Educational Development Laboratory (SEDL)

Getting StartedGetting Started

1.1. IdentifyIdentify a cross section of grade representatives and a cross section of grade representatives and select a “chief worrier”select a “chief worrier”

2.2. AccessAccess all of the available resources from the TEA and all of the available resources from the TEA and ISLA websitesISLA websites

3.3. DetermineDetermine the assessment activities to be used campus the assessment activities to be used campus widewide

4.4. OrganizeOrganize the assessments in a notebook to be the assessments in a notebook to be disseminated to every classroom teacherdisseminated to every classroom teacher

5.5. ScheduleSchedule “reliability training” to ensure that everyone is “reliability training” to ensure that everyone is utilizing the rubrics in similar fashion – use student work utilizing the rubrics in similar fashion – use student work samples including voice recordings for this trainingsamples including voice recordings for this training

6.6. DevelopDevelop a district-wide consistent record keeping a district-wide consistent record keeping system.system.

Reasons Why the English Language is Hard to Reasons Why the English Language is Hard to Learn:Learn:

1.1. The bandage was wound around the wound. The bandage was wound around the wound. 2. The farm was used to produce produce. 2. The farm was used to produce produce. 3. The dump was so full that it had to refuse more 3. The dump was so full that it had to refuse more refuse. refuse. 4. We must polish the Polish furniture. 4. We must polish the Polish furniture. 5. He could lead if he would get the lead out. 5. He could lead if he would get the lead out. 6. The soldier decided to desert his dessert in the6. The soldier decided to desert his dessert in the desert. desert. 7. Since there is no time like the present, he 7. Since there is no time like the present, he thought it was time to present the present. thought it was time to present the present. 8. A bass was painted on the head of the bass 8. A bass was painted on the head of the bass drum. drum. 9. When shot at, the dove dove into the bushes. 9. When shot at, the dove dove into the bushes. 10. I did not object to the object. 10. I did not object to the object.

  

Reasons Why the English Language is Hard to Learn Reasons Why the English Language is Hard to Learn (Continued)(Continued)

11.11. The insurance was invalid for the invalid. The insurance was invalid for the invalid. 12. There was a row among the oarsmen about 12. There was a row among the oarsmen about how to row. how to row. 13. They were too close to the door to close it. 13. They were too close to the door to close it. 14. The buck does funny things when the does are 14. The buck does funny things when the does are present. present. 15. A seamstress and a sewer fell down into a 15. A seamstress and a sewer fell down into a sewer line. sewer line. 16. To help with planting, the farmer taught his 16. To help with planting, the farmer taught his sow to sow. sow to sow. 17. The wind was too strong to wind the sail. 17. The wind was too strong to wind the sail. 18. After a number of injections, my jaw got 18. After a number of injections, my jaw got number. number. 19. Upon seeing the tear in the painting, I shed a 19. Upon seeing the tear in the painting, I shed a tear. tear. 20. I had to subject the subject to a series of tests. 20. I had to subject the subject to a series of tests. 21. How can I intimate this to my most intimate 21. How can I intimate this to my most intimate friend? friend?

Reasons Why the English Language is Hard to Reasons Why the English Language is Hard to Learn (Continued)Learn (Continued)

Let's face it - English is a crazy language. There is no egg in Let's face it - English is a crazy language. There is no egg in eggplant nor ham in hamburger; neither apple nor pine in eggplant nor ham in hamburger; neither apple nor pine in pineapple. English muffins weren't invented in England or pineapple. English muffins weren't invented in England or French fries in France. Sweetmeats are candies while French fries in France. Sweetmeats are candies while sweetbreads, which aren't sweet, are meat. We take sweetbreads, which aren't sweet, are meat. We take English for granted. But if we explore its paradoxes, we English for granted. But if we explore its paradoxes, we find that quicksand can work slowly, boxing rings are find that quicksand can work slowly, boxing rings are square and a guinea pig is neither from Guinea nor is it a square and a guinea pig is neither from Guinea nor is it a pig. And why is it that writers write but fingers don't fing, pig. And why is it that writers write but fingers don't fing, grocers don't groce and hammers don't ham?grocers don't groce and hammers don't ham?

If the plural of tooth is teeth, why isn't the plural of booth If the plural of tooth is teeth, why isn't the plural of booth

beeth? One goose, 2 geese. So one moose, 2 meese? One beeth? One goose, 2 geese. So one moose, 2 meese? One index, 2 indices? index, 2 indices?

Doesn't it seem crazy that you can make amends but not one Doesn't it seem crazy that you can make amends but not one amend, that you comb through annals of history but not a amend, that you comb through annals of history but not a single annal? single annal?

If you have a bunch of odds and ends and get rid of all but If you have a bunch of odds and ends and get rid of all but one of them, what do you call it? If teachers taught, why one of them, what do you call it? If teachers taught, why didn't preachers praught? didn't preachers praught?

Reasons Why the English Language is Hard to Reasons Why the English Language is Hard to Learn (Continued)Learn (Continued)

If a vegetarian eats vegetables, what does a humanitarian eat? If a vegetarian eats vegetables, what does a humanitarian eat?

In what language do people recite at a play and play at a recital? Ship by In what language do people recite at a play and play at a recital? Ship by truck and send cargo by ship? Have noses that run and feet that truck and send cargo by ship? Have noses that run and feet that smell? How can a slim chance and a fat chance be the same, while a smell? How can a slim chance and a fat chance be the same, while a wise man and a wise guy are opposites? wise man and a wise guy are opposites?

Have you noticed that we talk about certain things only when they are Have you noticed that we talk about certain things only when they are absent? Have you ever seen a horseful carriage or a strapful gown? absent? Have you ever seen a horseful carriage or a strapful gown? Met a sung hero or experienced requited love? Have you ever run into Met a sung hero or experienced requited love? Have you ever run into someone who was combobulated, gruntled, ruly or peccable? And someone who was combobulated, gruntled, ruly or peccable? And where are all those people who are spring chickens or who would where are all those people who are spring chickens or who would actually hurt a fly? actually hurt a fly?

You have to marvel at the unique lunacy of a language in which your You have to marvel at the unique lunacy of a language in which your house can burn up as it burns down, in which you fill in a form by house can burn up as it burns down, in which you fill in a form by filling it out, and in which an alarm goes off by going on. filling it out, and in which an alarm goes off by going on.

English was invented by people, not computers, and it reflects the English was invented by people, not computers, and it reflects the creativity of the human race (which, of course, isn't a race at all). That creativity of the human race (which, of course, isn't a race at all). That is why, when the stars are out, they are visible, but when the lights is why, when the stars are out, they are visible, but when the lights are out, they are invisible. And why, when I wind up my watch, I start are out, they are invisible. And why, when I wind up my watch, I start it, but when I wind up this essay, I end it?it, but when I wind up this essay, I end it?

Sample TExES Item:Sample TExES Item:

A fifth-grade student arrived from his home country, El A fifth-grade student arrived from his home country, El Salvador, last year with no prior formal education. He is Salvador, last year with no prior formal education. He is now in his second year in a Texas school and is receiving now in his second year in a Texas school and is receiving bilingual and ESL services. He is still at the beginning bilingual and ESL services. He is still at the beginning stages of Spanish literacy development, English language stages of Spanish literacy development, English language development, and academic development.development, and academic development.

What would be the state policy with regard to the assessment What would be the state policy with regard to the assessment of academic skills in this student’s case?of academic skills in this student’s case?

a.a. The language proficiency assessment committee (LPAC) The language proficiency assessment committee (LPAC) may recommend that the assessment of English language may recommend that the assessment of English language skills be waived; however, an assessment of academic skills be waived; however, an assessment of academic skills must be administered in either English or Spanish.skills must be administered in either English or Spanish.

b.b. Since he is enrolled in the bilingual program, assessment Since he is enrolled in the bilingual program, assessment of academic skills must be administered in either English of academic skills must be administered in either English or Spanish.or Spanish.

c.c. The LPAC may determine that neither English nor Spanish The LPAC may determine that neither English nor Spanish proficiency tests would be an appropriate measure for proficiency tests would be an appropriate measure for school accountability.school accountability.

d.d. Since he is now in his second year of enrollment in a U.s. Since he is now in his second year of enrollment in a U.s. school, the school must administer an assessment of school, the school must administer an assessment of academic skills in English.academic skills in English.

Sample TExES Item:Sample TExES Item:

A middle school ESL teacher is working with a group of ESL A middle school ESL teacher is working with a group of ESL students whose English-language abilities vary. Which of students whose English-language abilities vary. Which of the following would be the most appropriate strategy for the following would be the most appropriate strategy for evaluating the progress of students who are at different evaluating the progress of students who are at different proficiency levels in English.proficiency levels in English.

a.a. Using multiple measures, such as observations, test Using multiple measures, such as observations, test scores, and samples of daily workscores, and samples of daily work

b.b. Selecting language achievement tests that have been Selecting language achievement tests that have been normed on a similar student population.normed on a similar student population.

c.c. Establishing a grading curve and distributing students’ Establishing a grading curve and distributing students’ test results along the curvetest results along the curve

d.d. Assessing students only in those areas of English in Assessing students only in those areas of English in which they have achieved competence.which they have achieved competence.

RESOURCESRESOURCES

Canales, J. (Fall, 1988). “Assessment of language proficiency: Informing Canales, J. (Fall, 1988). “Assessment of language proficiency: Informing policy and practice.” Position paper prepared for Southwest Educational policy and practice.” Position paper prepared for Southwest Educational Development Laboratory (SEDL) to assist state education agencies in Development Laboratory (SEDL) to assist state education agencies in defining language assessment policy and practices.defining language assessment policy and practices.

Canales, J. (1993) Innovative assessment in traditional settings. The power Canales, J. (1993) Innovative assessment in traditional settings. The power of two languages: Literacy & biliteracy for Spanish speaking students. New of two languages: Literacy & biliteracy for Spanish speaking students. New York: MacMillan-McGraw Hill Publishing Company, pp. 132-142.York: MacMillan-McGraw Hill Publishing Company, pp. 132-142.

Canales, J. (1994) Linking language assessment to classroom practices. Canales, J. (1994) Linking language assessment to classroom practices. TABE Compendium. San Antonio, Texas: Texas Association for Bilingual TABE Compendium. San Antonio, Texas: Texas Association for Bilingual Education, Fall, pp. 59-73.Education, Fall, pp. 59-73.

Peregoy, S.F. & Boyle, O.B. (1997). Reading, writing, and learning in ESL: A Peregoy, S.F. & Boyle, O.B. (1997). Reading, writing, and learning in ESL: A resource book for K-8 teachers (3rd ed.). White Plains, New York: Longman resource book for K-8 teachers (3rd ed.). White Plains, New York: Longman Publishing Group.Publishing Group.

Websites:Websites:

http://www.sbec.state.tx.ushttp://www.sbec.state.tx.us

http://www.tea.state.tx.ushttp://www.tea.state.tx.us