Assessing English Language Proficiency A Training Module

1. Assessing English Language ProficiencyA Training Module PUBLISHED AS PART OF THE LEP STUDENT SUCCESS INITIATIVE GRANT Department of P-16 Initiatives Texas Education Agency In collaboration with The Institute for Second Language Achievement (ISLA) Texas A&M University – Corpus Christi and JoAnn Canales, Ph.D. Professor, Texas A&M University – Corpus Christi

2. Workshop Focus • Review Assessment Standard and Competency for Becoming an ESL Certified Teacher in Texas • English as a Second Language (ESL) Standards (Standard VI) • TExES – Texas Examinations of Educator Standards (Competency 007) • Define Language and Language Proficiency • Examine Requirements • State Requirements • LPAC – Language Proficiency Assessment Committee • HLS - Home Language Survey • OLPT - Oral Language Proficiency Test • NRT - Norm Referenced Test • Federal (NCLB) Requirements - TELPAS – Texas English Language Proficiency Assessment System • TOP – Texas Observation Protocols • RPTE – Reading Proficiency Tests in English

3. BECOMING AN ESL CERTIFIED TEACHER IN TEXAS Assessment is addressed by Standard VI of the English as a Second Language (ESL) Standards http://www.sbec.state.tx.us/SBECOnline/standtest /standards/allesl.pdf

4. BECOMING AN ESL CERTIFIED TEACHER IN TEXAS Assessment is also Competency 007 on the TExES for ESL Certification http://www.texes.nesinc.com/prepmanuals/PDFs/ TExES_fld154_prepmanual.pdf

5. How English Proficient Are you? To FAT32 You can use the FAT32 conversion tool to easily convert your hard disk to the FAT32 file system. However, before you convert file systems, you should read the following information carefully: 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 the Startup Disk” section earlier in this chapter. 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 running Windows 98 and another operating system in a dual-boot environment, converting your primary disk drive to FAT32 may cause the other operating system to be unusable. This is true 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 the partition table and book record and prompt you to allow the updates. If this occurs, instruct the anti-virus software to allow the updates. Once you convert to FAT32, you can’t compress stored information or convert back to FAT16 unless you use a third-party partition management utility designed for that purpose.

6. Language and Language Proficiency Defined • Linguistic Structures • Graphophonemics • Lexicon • Morphology • Semantics • Communication Skills

7. Language and Language Proficiency Defined (Continued) • Sociolinguistic Variables • Social domains • Registers • Dialect • Knowledge of the language

8. Stages of Language Learning

9. More Than Meets the Eye! • Appearances • Dialect • Foods • and • Customs • Religious beliefs • Values • “Grandmother’s stories” • Interpersonal • dynamics

10. Texas Education Agency Requirements • HLS - Home Language Survey • OLPT - Oral Language Proficiency Test • NRT - Norm Referenced Test • LPAC – Language Proficiency Assessment Committee

11. Home Language Survey • Administered, only once, at time of enrollment • 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?"

12. Oral Language Proficiency Test • Examples: IDEA, LAS • Example of Linguistic Structures Measured by the LAS

13. Norm Referenced Test • Examples: • CTBS – Comprehensive Test of Basic Skills • SAT – Stanford Achievement Test • CAT – California Achievement Test • Bilingual or ESL Program Placement Criteria • Score below the 40th percentile or • Unable to take the test due to limited English proficiency • Issues with SATs • Assess reading skills, not writing • Challenging for students with • Poor reading skills • Learning disabilities • Limited attention span

14. Texas Education AgencyRequirements • LPAC – Language Proficiency Assessment Committee • Role • Composition • Some Decision Making Points • Documentation • http://www.tea.state.tx.us/student.assessment/ • resources/guides/lpac/index.html

15. Federal (NCLB) Requirements • TELPAS – Texas English Language Proficiency Assessment System http://www.tea.state.tx.us/student.assessment/telpas /telpas_guide.pdf • Meets NCLB federal requirements • Assesses ELLs in Listening, Speaking, Reading, Writing • Parent brochure available http://www.tea.state.tx.us/student.assessment/resources /guides/parent_csr/telpas.html • Uses 4 proficiency ratings – Beginning, Intermediate, Advanced, and Advanced High • Has two parts: • TOP (Texas Observation Protocols) – Grades K-12 • RPTE (Reading proficiency Tests in English) – Grades 3-12

16. TOP – Texas Observation Protocols (READING - Grades K – 2) Reading (K-2) – Formative assessment, using grade level rubrics found in the TOP Rater Manual, based on the following types of activities: • Paired reading • Sing-alongs and read-a-longs, including chants and poems; • Shared reading with big books, etc. • Guided reading with leveled readers/texts • Reading subject-area texts and related materials • Independent reading • Literature circles • Cooperative group work • Reading response journals • Sustained silent reading

17. TOP Proficiency Level Descriptors Grades K-1 Reading http://www.tea.state.tx.us/student.assessment/admin/rpte /Descriptors_06.pdf

18. TOP Proficiency Level Descriptors Grade 2 Reading

19. RPTE – Reading Proficiency Tests in English http://www.tea.state.tx.us/student.assessment/teachers.html • Grades 3 – 12 • Designed especially for ELLs • Variety of reading selections and questions • Span range of English reading ability • Different RPTE test for grade groups (3, 4-5, 6-8, 9-12) http://www.tea.state.tx.us/student.assessment/resources/release/rpte/index.html

20. RPTE – Reading Proficiency Tests in EnglishEXEMPTIONS • ELL students in special education may be exempted by ARD Committee • 2nd semester non-English speaking immigrants may be exempted by LPAC • ELLs with parental denials may not be exempted

21. TOP – Texas Observation Protocols (WRITING -- Grades K – 12) Writing (K-12) – Formative assessment, using grade level rubrics found in the TOP Rater Manual, of 3-5 writing samples, including academic and non-academic work, taken at time of rating. Examples of writing taken from TEA website may include: Journal writing for personal reflections • Shared writing and language experience dictation • Organization of thoughts and ideas through prewriting strategies • Writing assignments in various subject areas • Publishing and presenting • Labeling pictures, objects, and items from projects • Cooperative group work • Learning logs for content-area concept attainment • First drafts • Revising and editing skill application http://www.tea.state.tx.us/student.assessment/telpas /telpas_prompts.pdf

22. TOP Proficiency Level Descriptors Grades K-1 Writing http://www.tea.state.tx.us/student.assessment/admin/rpte/Descriptors_06.pdf

23. TOP Proficiency Level Descriptors Grades 2-12 Writing

24. Grade 4 Writing Example

25. Grade 8 Writing Example

26. GRADE 4 Writing Example (High Level)

27. Other ideas for assessing writing: • Develop essay questions from text material covered. • Be directive, e.g., compare, critique, define, etc. • Allow students adequate time for a full response.

28. Content Area Examples – Science Science Example 1: (6th – 8th grade) Scientists tell us that there are hundreds of asteroids that could collide with the earth anytime. One such asteroid did in fact collide with the earth millions of years ago during the time of the dinosaurs. Describe where you think this asteroid might have hit the earth and what kinds of physical changes took place afterwards. Imagine that you have just heard on the news that an asteroid is going to hit the earth in a few days. Describe ways that scientists will try and keep the asteroid from hitting the earth. How will people react and what will you do? Science Example 2: (9th-12th grade) You are given two test tubes, one labeled Protein Q, the other labeled Protein Z. How could you tell if these tubes really contained different proteins? Outline the experimental procedure you would follow.

29. Content Area Examples – Social Studies Social Studies Example 1: (6th – 8th grade) 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. Write an entry in your diary explaining your frustration because you are about to get married to a man you don’t even know. Your marriage has been arranged by your parents and you have no choice but to marry this man. He is quite a bit older than you. You are much more interested in using your intelligence and education for something. Write in your diary about what you want to do, and why your society probably won’t let you. Social Studies Example 2: (9th – 12th grade) An important function of the United Nations is to help settle disputes between nations. Describe how one dispute was handled successfully, point out how the settlement illustrates a general strength of the United Nations. Describe also how one dispute was handled unsuccessfully, pointing out how this illustrates a general weakness of the United Nations.

30. Social Studies Example 3 (9th – 12th grade) Describe the characteristics of the party system in the U.S. illustrated in the cartoon below.

31. Content Area Examples – Language Arts Language Arts Example 1: (6th – 8th grade) The main character in this story is an eighth grade girl who overhears her teachers arguing about her. She is a straight A student and seems to do well in class. Describe what you think the teachers are discussing and what it might have to do with the green and gold “Scholarship Jacket”. Language Arts Example 2: (9th – 12 grade) Use a picture or a cartoon and ask students to create a story depicting what they see.

32. USING PICTURES AS A STIMULUS

33. Content Area Examples – Math Grouping: Assign students to groups of 2 Materials: • 2 sheets of paper • 1 pencil • 2 patterns per group Directions: Each of you has a pattern that you are going to ask your partner to draw. BE SURE that your partner does not/cannot see the pattern. Sit back to back and take turns describing your particular pattern to your partner. Be sure to call each shape by its name, e.g., Draw a triangle in the upper right hand corner. Be specific and remember to use the terms we have learned in math class. Each of you has 10 minutes to describe your pattern to your partner. Scoring: Use the TOP rubrics for listening and speaking

34. TOP – Texas Observation Protocols (LISTENING -- Grades K – 12) Listening (K-12) – Assess formatively, using a rubric, during informal and formal academic tasks. A rubric is provided on p. 23 of the TOP Rater Manual found on the TEA website. Examples of activities provided on the TEA website include: • Reacting to oral presentations • Responding to text read aloud • Following directions • Cooperative group work • Informal, social discourse with peers • Large-group and small group interactions in academic settings • One-on-One Interviews • Individual student conferences

35. TOP Proficiency Level Descriptors Grade K-12 Listening http://www.tea.state.tx.us/student.assessment/admin/rpte/Descriptors_06.pdf

36. TOP – Texas Observation Protocols (SPEAKING -- Grades K – 12) Speaking (K-12) -- Assess formatively, using a rubric, during informal and formal academic tasks. A rubric is provided on p. 24 of the TOP Rater Manual found on the TEA website. Examples of activities provided on the TEA website include: Cooperative group work • Oral presentations • Informal, social discourse with peers • Large-group and small group interactions in academic settings • One-on-One Interviews • Classroom discussions • Articulation of problem-solving strategies • Individual Student Conferences

37. TOP PROFICIENCY Level Descriptions Grades K-12 Speaking

38. FORM for Documenting Listening and Speaking Activities

39. FORM for Documenting Reading and Writing Activities

40. FORM for Capturing Proficiency in Communications Skills

41. More To Assessing Language Proficiency Than Meets the Eye! • HLS • OLPT • NRT • versus • Reading Rubrics • Writing Rubrics • Speaking Rubrics • Listening Rubrics • Reading Proficiency Test

42. One-shot Snapshots May not Capture True Capabilities

43. Recommending a Student for Exit?Ask yourself . . . • Does the oral language proficiency test used by your school district measure, not only the kind of language needed in your class, but also that which will be needed at the next higher grade level? • Has the student sufficiently mastered the basic language skills that will prepare him/her to deal successfully with the shifting emphasis of language skills at the next level of schooling? • Are you familiar with the textbooks that the student will be expected to use during the next school year? Are you sure s/he can handle both the language and content demands of these books with a minimum of help? • Have you challenged the student in terms of vocabulary development, a variety of thinking and problem solving skills, and on a wide range of topics?

44. Recommending a Student for Exit? Ask yourself . . . (Continued) • How is the student’s reading rate in English? How is his/her comprehension, not only of materials in the reading text, but in the content-area materials as well? • What are the student’s scores in language arts and reading on the most recently-administered achievement test? Are his/her scores at least as high as the average student in the school (i.e., the student’s scores compare favorably with the school or district expectations? • Has the student mastered the district standards in math, science, and social studies? Is the progress that s/he has made toward achieving the content standards what you would expect compared to other students in the same grade? • How high is the student’s anxiety level in your class? Is school stressful for the student or is s/he self confident and able to handle frustration or failure? Adapted from B. Mace-Matluck, Southwest Educational Development Laboratory (SEDL)

45. Getting Started • Identify a cross section of grade representatives and select a “chief worrier” • Access all of the available resources from the TEA and ISLA websites • Determine the assessment activities to be used campus wide • Organize the assessments in a notebook to be disseminated to every classroom teacher • Schedule “reliability training” to ensure that everyone is utilizing the rubrics in similar fashion – use student work samples including voice recordings for this training • Develop a district-wide consistent record keeping system.

46. Reasons Why the English Language is Hard to Learn: 1.The bandage was wound around the wound. 2. The farm was used to produce produce. 3. The dump was so full that it had to refuse more refuse. 4. We must polish the Polish furniture. 5. He could lead if he would get the lead out. 6. The soldier decided to desert his dessert in the desert. 7. Since there is no time like the present, he thought it was time to present the present. 8. A bass was painted on the head of the bass drum. 9. When shot at, the dove dove into the bushes. 10. I did not object to the object.

47. Reasons Why the English Language is Hard to Learn (Continued) 11.The insurance was invalid for the invalid. 12. There was a row among the oarsmen about how to row. 13. They were too close to the door to close it. 14. The buck does funny things when the does are present. 15. A seamstress and a sewer fell down into a sewer line. 16. To help with planting, the farmer taught his sow to sow. 17. The wind was too strong to wind the sail. 18. After a number of injections, my jaw got number. 19. Upon seeing the tear in the painting, I shed a tear. 20. I had to subject the subject to a series of tests. 21. How can I intimate this to my most intimate friend?

48. Reasons Why the English Language is Hard to Learn (Continued) Let's face it - English is a crazy language. There is no egg in eggplant nor ham in hamburger; neither apple nor pine in pineapple. English muffins weren't invented in England or French fries in France. Sweetmeats are candies while sweetbreads, which aren't sweet, are meat. We take English for granted. But if we explore its paradoxes, we find that quicksand can work slowly, boxing rings are 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, grocers don't groce and hammers don't ham? 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 index, 2 indices? Doesn't it seem crazy that you can make amends but not one amend, that you comb through annals of history but not a single annal? 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 didn't preachers praught?

49. Reasons Why the English Language is Hard to Learn (Continued) 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 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 wise man and a wise guy are opposites? 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? Met a sung hero or experienced requited love? Have you ever run into someone who was combobulated, gruntled, ruly or peccable? And where are all those people who are spring chickens or who would actually hurt a fly? 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 filling it out, and in which an alarm goes off by going on. 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 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 it, but when I wind up this essay, I end it?

50. Sample TExES Item: A fifth-grade student arrived from his home country, El Salvador, last year with no prior formal education. He is now in his second year in a Texas school and is receiving bilingual and ESL services. He is still at the beginning stages of Spanish literacy development, English language development, and academic development. What would be the state policy with regard to the assessment of academic skills in this student’s case? • The language proficiency assessment committee (LPAC) may recommend that the assessment of English language skills be waived; however, an assessment of academic skills must be administered in either English or Spanish. • Since he is enrolled in the bilingual program, assessment of academic skills must be administered in either English or Spanish. • The LPAC may determine that neither English nor Spanish proficiency tests would be an appropriate measure for school accountability. • Since he is now in his second year of enrollment in a U.s. school, the school must administer an assessment of academic skills in English.