1. Texas English Language Proficiency Assessment System TELPAS Writing Overview 2008-2009 Texas Education Agency Student Assessment Division

2. ELL in Humble I.S.D. Fall 2001 ELL 1226 Fall 2002 ELL 1438 Fall 2003 ELL 1578 Fall 2004 ELL 1750 Fall 2005 ELL 2146 Fall 2006 ELL 2423 Fall 2007 ELL 2824 Fall 2008 ELL 2923

3. Why Is TELPAS Administered? To meet NCLB assessment requirements for ELLs To meet NCLB accountability requirements for ELLs The proficiency level descriptors of TELPAS provide a systematic way for teachers to holistically rate a student’s English language proficiency level in 4 domains based on observations of the student in daily classroom instruction.

4. Eligibility Requirements All students in Grades K–12 who are identified as limited English proficient, including LEP students with parental denials, are required to be assessed through TELPAS. All students are assessed at their enrolled grade levels. In rare cases, a LEP student served by special education may be exempted by the ARD committee on a domain-by-domain basis.

5. Collaboration with Others As TELPAS raters determine the proficiency ratings of their assigned students, collaboration with other school personnel knowledgeable of the process is highly encouraged.

6. Understanding Language Proficiency in Social and Academic Settings BICS: Basic Interpersonal Communicative Skills CALP: Cognitive Academic Language Proficiency BICS CALP

7. The Argument for Academic English Language Proficiency

9. Goal in Assembling Writing Collections To make sure that the collections portray the students’ overall English language proficiency

10. Writing Activities TELPAS writing samples should be taken from authentic classroom activities, and not a separate assignment for the ELLs.

11. The Benefit of Writing Remember that when ELLs write across the content areas it helps them build skills in those academic areas and internalize English language skills.

12. Writing Collections Writing collections are required for students in grades 2-12 Raters will base their ratings solely on the collections The collections may be audited by the state following the spring 2009 assessment in order to: –Monitor rating accuracy and effectiveness of rater training –Monitor the quality of the collection

13. Writing Collections The following samples are required in each collection –3 narratives (one about a past event) –academic writing samples (science, social studies and math) Writings assigned as of 2/2/2009 (not before that date) may be part of the collection. The samples should be submitted by March 6 Ratings will be conducted beginning March 23

14. Calendar of Events DateTELPAS event February 2-March 6, 2009Collection of writing samples By March 13K-12 classrooms set up for online input February 2Window opens for online refresher (K/1 and 2-12) March 9 – 13, 2009Campus Verifier Review Writing Collection March 23 - April 10, 2009TELPAS raters rate March 23 - April 10, 2009TELPAS reading window

15. Writing Collections Do NOT include papers: –containing copied language –reflecting heavy use of a dictionary or thesaurus –showing teacher corrections –Polished through editing by others –Written primarily in the student’s first language –That are brief, rushed, or incomplete (prewriting activities are too brief to be a part of the collection)

16. Building Collections Strive to gather more than the required samples for each student. Then choose those that meet the criteria and are most reflective of the student’s current proficiency level.

17. Assigning Writing TELPAS writing should not be a separate activity or an assignment given only to the English Language Learners. It is intended to be authentic classroom writing.

18. Assigning Writing Writing with titles like “Quick Writing”, “5- minute Writing”, “Writing Warm-up” should be avoided in a TELPAS writing collection. Such assignments tend to generate writing that is rushed, brief or incomplete.

19. Examples from science Explain a scientific process Write why lab rules are important Write how to use a device or equipment Write about something you are learning in your science class, whether it is easy or difficult, why it is important, etc. Explain the steps in a scientific investigation

20. Examples from mathematics Write about the way you use math outside of school Explain the steps in a mathematical process Write about something you are learning, whether it is easy or difficult, etc. Write to reflect the thinking you do to solve a problem

21. Examples from social studies Write about a historical figure, the person’s contributions or significance Defend a point of view about a policy or issue Write a persuasive piece to influence a change in policy or law Write about something you are learning, why it is important to learn, etc.

22. Tips for good collections Encourage students to take their time and write in as much detail as they can. Include some writing tasks that let the students show the English they know – what they CAN DO in English. Include some tasks that stretch and push students to their limits to show the full extent of what they can do, and if applicable, what they CANNOT do.

23. Beginning Level Writers It is expected that even beginning-level students will have writing collections containing samples in English. It is not acceptable to include samples written primarily in the native language, regardless of proficiency level.

24. Beginning Level Writers Students who are at the early stages of the beginning level will likely have samples using very very formulaic, rememorized language as well as vocabulary that they have just learned.

25. “Brief Writing” The length of the writing samples within a collection will depend partly on the student’s proficiency level. What is acceptable at one proficiency level may not be acceptable at another.

26. “Brief Writing” Students who are capable of writing in a detailed, extended way should not have samples in their collection that don’t reflect that. Raters will have to consider students’ abilities in determining whether papers are too brief to be included.

27. Verify Collection Contents Campuses must designate a collection reviewer to verify the contents of the writing collection. This person must NOT be a TELPAS rater. The reviewer must verify that: –Each sample shows the student’s name and date –Each collection has the appropriate number and types of samples

28. Verify Collection Contents The reviewer must also verify that: –No samples are from before Feb. 2, 2008 –No papers have teacher corrections –No worksheets or Q-A assignments are included The designated reviewer will sign the TELPAS writing collection cover sheet in affirmation that the collection is adequate.

29. Verifying the Writing Collection Components If the collection meets these requirements, the verifier will sign the TELPAS writing collection cover sheet If the collection does not, the verifier will return the collection according to campus procedures. It will need to be reverified once the collection is complete. The verifier should not sign the coversheet until the collection meets the criteria.

30. Your contributions to this effort are greatly appreciated as we address the needs of our students!