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\nSummer 2006  \nINTRODUCTION 1 ASSESSMENT DESIGN 2 PROFICIENCY LEVEL DEFINITIONS 2  \nCOMPOSITE RATINGS 3  \nANNUAL MEASURABLE ACHIEVEMENT OBJECTIVES (AMAO) 4 TELPAS ADMINISTRATION 4 PARTICIPANTS 5  \nANALYSIS OF TELPAS RESULTS 6  \nSTATE AND HISD COMPARISON RESULTS 10  \nSUMMARY OF CAMPUS-LEVEL RESULTS 12  \nDISTRICTWIDE PERFORMANCE 14  \nREGIONAL PERFORMANCE 16  \nELEMENTARY SCHOOL PERFORMANCE 28  \nMIDDLE SCHOOL PERFORMANCE 208  \nHIGH SCHOOL PERFORMANCE 249  \nMULTI-LEVEL SCHOOL PERFORMANCE 279  \nCHARTER/ALTERNATIVE SCHOOL PERFORMANCE 284  \nHOUSTON INDEPENDENT SCHOOL DISTRICT • DEPARTMENT OF RESEARCH AND ACCOUNTABILITY  \nHOUSTONINDEPENDENTSCHOOLDISTRICT BoardofEducation  \nDiana Dávila, PRESIDENT  \nManuel Rodríguez, Jr., FIRST VICE PRESIDENT Harvin C. Moore, SECOND VICE PRESIDENT  \nArthur M. Gaines, Jr., SECRETARY Greg Meyers, ASSISTANT SECRETARY  \nKevin H. Hoffman Dianne Johnson Natasha M. Kamrani Lawrence Marshall  \nAbelardo Saavedra  \nSUPERINTENDENT OF SCHOOLS  \nCarla Stevens  \nINTERIM ASSISTANT SUPERINTENDENT DEPARTMENT OF RESEARCH AND ACCOUNTABILITY  \nKevin Briand  \nRESEARCH SPECIALIST  \nDora Tamez  \nPROGRAMMER  \nChris Huzinec  \nRESEARCH MANAGER  \nTEXAS ENGLISH LANGUAGE PROFICIENCY ASSESSMENT SYSTEM (TELPAS)  \n2005–06  \nIntroduction  \nIssues relating to the inclusion of English language learner (ELL) students have been debated fora number of years. Atthe heart of the debate are concerns about how to determine ELL students’knowledge of academic content when they have difficulty understanding the language of the test. Traditional standardized assessments written in English do not isolate the measurement of academic content from that of the ability to comprehend English. Consequently, when ELL students take traditional standardized tests, it is not possible to know how much the inability to understand English is interfering with the measurement of their specific content knowledge. In the past, states have often responded to this dilemma by exempting ELL students from state testing requirements until they have hada certain amount of time to learn English. In Texas and other states with large ELL student populations, such policies are undesirable because they can lead to the omission of significant numbers of students from assessments that are used to rate schools, drive educational reform, and help identify areas in which students need additional instruction.  \nWith the introduction of the No Child Left Behind (NCLB) Act in 2001, states are required to assess all students annually, including ELL students, using statewide assessments. The performance of ELL students must be reported atthe state, district, and school levels. In response to this requirement, the Texas Education Agency (TEA) developed the Texas English Language Proficiency Assessment System (TELPAS) . This system has two components: the Reading Proficiency Tests in English (RPTE) and the Texas Observation Protocols (TOP) . Texas first began using the RPTE in 1999 and the TOP in 2004; however, implementation of the TELPAS in 2005 marked the first time these two assessments were used jointly to provide a comprehensive measure of English language proficiency.  \nUnder TELPAS, ELL students in kindergarten through twelfth grade are assessed in four language domains: listening, speaking, reading, and writing. The proficiency scores in each domain are used to calculate a composite score that is used to determine whether districts receiving Title III funds meet federally mandated Annual Measurable Achievement Objectives (AMAO) that indicate where ELL students are on a continuum of English language development. This continuum, based on the stages of language development for second language learners, is divided into four proficiency levels: Beginning, Intermediate, Advanced, and Advanced High. The progress of students along this continuum is a primary component of the federally mandatedAMAO ","cbCaioKYzd9czP37","https://ap.wps.com/l/cbCaioKYzd9czP37","pdf",2191780,312,"English","# Introduction\n# Assessment Design\n## Proficiency Level Definitions\n# Composite Ratings\n# Annual Measurable Achievement Objectives (AMAO)\n# TELPAS Administration\n# Participants\n# Analysis of TELPAS Results\n## State and HISD Comparison Results\n## Summary of Campus-Level Results\n# Districtwide Performance\n# Regional Performance\n# School-Level Performance","[{\"question\":\"What problem does TELPAS aim to solve for English language learner (ELL) students?\",\"answer\":\"TELPAS addresses concerns that traditional English-only standardized tests may not separate academic content knowledge from the ability to understand English.\"},{\"question\":\"Which four language domains does TELPAS assess in grades K–12?\",\"answer\":\"TELPAS assesses listening, speaking, reading, and writing.\"},{\"question\":\"How do TELPAS results relate to federal Annual Measurable Achievement Objectives (AMAO)?\",\"answer\":\"Composite scores derived from domain proficiency are used to determine whether districts meet federally mandated AMAO requirements and track progress across proficiency levels.\"}]","TEXAS ENGLISH LANGUAGE PROFICIENCY ASSESSMENT SYSTEM (TELPAS) - Summer 2006 | PDF",1790977408,786]