Understanding the English Language Proficiency Standards ELPS

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Understanding the English Language Proficiency
Standards (ELPS)

• Adela Mancías
• Region XIII
• Education Service Center

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English Language Proficiency Standards (ELPS)

• Statutory Requirement
• 19 Texas Administrative Code 74.4
• Chapter 74. Curriculum Requirements
• Subchapter A. Required Curriculum
• 74.4
• English Language Proficiency Standards
• Approved November 16, 2007
• Take the place of the ESL TEKS.

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ELPS English Language Proficiency Standards

• Introduction
• School District Responsibilities
• Cross Curricular Second Language Acquisition
  Essential Knowledge and Skills
• Proficiency Level Descriptors

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ELPS The BIG Ideas

• Linguistically accommodated instruction
• Develop listening, speaking, reading and writing
  skills in English
• Language proficiency levels (beginning,
  intermediate, advanced, advanced high)

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BIGGER Idea.

• ACADEMIC SUCCESS
• for
• English Language Learners

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A. Introduction

• ELPS are part of required curriculum
• ELL need to know social and academic language
• Integrate second language acquisition with
  content area instruction for all language skills
• ELLs must read, write, listen and speak with
  increasing complexity
• ELPS SEs apply K-12
• Level descriptors serve as a road map

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B. School Districts Shall

• Identify students proficiency levels
• Provide linguistically accommodated, grade
  appropriate content instruction
• Provide linguistically accommodated content based
  language instruction
• Targeted language instruction for beginning and
  intermediate ELLs (3-12)

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Cross-curricular Second Language Acquisition
Essential Knowledge and Skills

• 1. Language learning strategies
• 2. Listening
• 3. Speaking
• 4. Reading
• 5. Writing

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ELPS (d) Proficiency Level Descriptors

• Kindergarten12th Grade ELLs may be at the
• Beginning
• Intermediate
• Advanced
• Advanced high
• Stages of English language acquisition in
• Listening
• Speaking
• Reading
• Writing

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Connections to TELPAS

• Texas English Language Proficiency Assessment
  System
• TELPAS assesses the English language proficiency
  in listening, speaking, reading and writing of
  K-12 ELLs
• TELPAS measures how well ELLs understand and use
  English for everyday use and academic purposes.

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Connection to TELPAS

• Students rated by teachers using a rubric for
  listening, speaking and writing.
• Reading TELPAS exam is administered.
• TELPAS reports four English language proficiency
  levels
• Beginning
• Intermediate
• Advanced
• Advanced High
• Meets Requirements of NCLB

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What should administrators do about the ELPS?

• Provide staff development to help teachers learn
  to
• Identify language proficiency levels of the ELLs
  in their classes.
• Use the ELPS in planning and instruction to help
  ELLs develop their listening, speaking, reading
  and writing skills in English in all content
  areas.

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What should teachers do about the ELPS?

• Be aware and knowledgeable of ELLs English
  proficiency levels in listening, speaking,
  reading and writing
• Plan and differentiate instruction based on
  students language proficiency levels.
• Use ELPS to help ELLs develop their listening,
  speaking, reading and writing skills in English
  during content instruction
• Write language objectives along with content
  objectives

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Essential Question How can I help ELLs attain
social and academic English?

• Make a commitment for all students to develop
  academic language during every lesson.
• Identify language attainment goals for each
  student
• Create language objectives
• Plan and provide linguistically accommodated
  content-based instruction

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How is Learning to Swim Like Learning a Second
Language??
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How is Learning to Swim Like Learning a Second
Language??

• First
• Diving in can be very
• Scary!

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How is Learning to Swim Like Learning a Second
Language??

• In the BEGINNING
• You start out in the
• shallow end.
• You teach every step
• thoroughly and explicitly.
• What and how well your
• students learn now, will
• determine how strong
• swimmers they will become.

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How is Learning to Swim Like Learning a Second
Language??

• As they gain proficiency,
• and enter the
• INTERMEDIATE level,
• they still need lots of
• support and
• direct instruction.

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How is Learning to Swim Like Learning a Second
Language??

• They need time
• and practice.
  
  
  
  
• Lots
  of support.
• 
  
  Modeling and
• 
  Direct
• INTENTIONAL
• 
  
  INSTRUCTION
  

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How is Learning to Swim Like Learning a Second
Language??

• Lots of opportunities to practice in a safe,
  supportive environment.

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How is Learning to Swim Like Learning a Second
Language??

• Careful monitoring
• watching for warning signs
• of students becoming
  overwhelmed.......

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How is Learning to Swim Like Learning a Second
Language??

• Provide scaffolding to help them build on what
  they know to help them understand and internalize
  new knowledge and skills.

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How is Learning to Swim Like Learning a Second
Language??

• As they become
• more ADVANCED,
• they will become
• more independent.

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How is Learning to Swim Like Learning a Second
Language??

• They still need
• occasional support.

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How is Learning to Swim Like Learning a Second
Language??

• ELLs are considered ADVANCED HIGH when they need
  minimal support to work along with native English
  speakers.

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How is Learning to Swim Like Learning a Second
Language??

• Just like the
  natives!!!

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ELPS English Language Proficiency Standards

• http//www.tea.state.tx.us/sboe/schedule/2007/
  
• november/instruction/attachments/1_elps_a2.pdf