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Terms in this set (39)
Language used in the learning of academic subject matter in formal schooling content; aspects of language strongly associated with literacy and academic achievement.
Adequate Yearly Progress (AYP)
Under the accountability of the No Child Left Behind (NCLB) Act, all public school campuses, school districts, and the state are evaluated for AYP. Must meet criteria in three measures; Reading/Language Arts, Mathematics, and either Graduation Rate (high school) or Attendance Rate (elementary, and middle/junior high schools)
Admission, Review, and Dismissal Committee (ARD)
ARD committee members make decisions about placement int he Texas Student Assessment Program for students receiving special education services.
Affective Learning Environment
An affective learning environment consists of two major components. The first is the physical appearance of the classroom, which promotes an arrangement that provides students opportunities to interact with one another and highlights each student's culture. The second component revolves around making a safe, welcoming, supportive environment for ELL Students.
Annual Measurable Achievement Objectives (AMAOs)
Annual measurable achievement objectives are used in holding the Title III - funded local education agencies accountable for their ELL's development and attainment of English proficiency while meeting state academic content and achievement standards.
Basic Interpersonal Skills (BICS)
BICS are language skills needed in social situations. It is the day-to-day language needed to interact socially with other people. ELL students employ these skills when they are on the playground, in the lunch room, on the school bus, at parties, playing sports, and talking on the phone. Social interactions are usually context embedded. They occur in meaningful social context.
Bilingual Education Program
A bilingual education program established by a school district shall be a full-time program of dual language instruction that provides for learning basic skills in the primary language of the students enrolled in the program and for carefully structured and sequenced mastery of English language skills.
Bilingual Target Language Proficiency Test (BTLPT)
EC-6 Bilingual program candidates will take this exam. The exam evaluates reading, listening, speaking, and writing skills in the target language (L2).
Capability to read, write, listen, and speak with native-live skills and comprehension in two languages.
Cognitive Academic Language Proficiency (CALP)
CALP refers to the formal academic learning. This includes listening, speaking, reading, and writing about subject area content material. This level of language learning is essential for students to succeed in school. Students need time and support to become proficient in academic areas.
Cognitive Learning Environment
The cognitive learning environment focuses on instructional practices that the teacher uses to help students develop critical thinking skills needed to achieve academic success.
College and Career Readiness Standards (CCRS)
The CCR standards in the areas of English/Language Arts, mathematics, science, and social studies specify what students must know and be able to do to succeed in entry-level courses at post-secondary institutions in Texas
Explain what students will be learning during the lesson. Clear objectives are written in measurable student-friendly terms.
A sum of the ways of life of people; includes norms, learned behavior patterns, attitudes and artifacts; also involves traditions, habits or customs; how people behave, feel and interact; the means by which they order and interpret the world; ways of perceiving, relating and believing, evaluating and acting.
Dual Language Immersion Bilingual Education Program/One Way
A biliteracy instruction program that serves only students identified as students of limited English proficiency in both English and Spanish and transfers a student to English only instruction not earlier than six or later than seven years after the student enrolls in school.
Dual Language Immersion Bilingual Education Program/Two Way
A biliteracy instruction program that integrates students proficient in English and students identified as students of limited English proficiency in both English and Spanish and transfers a student identified as a student of limited English proficiency to English only instruction not earlier than six or later than seven years after the student enrolls in school
English as a Second Language (ESL) Program
ESL programs enable limited English proficient students to become competent in comprehension, speaking, reading, and writing of the English language through the integrated use of L2 methods. The ESL program emphasizes mastery of English language skills as well as mathematics, science, and social studies so that ELL students can participate equitably in school.
ESL/Content Based Program
An English program that serves ELL students by providing a full-time teacher to provide instruction for all content areas.
An English program that serves ELL students by providing a part-time teacher to provide English Language arts instruction exclusively, while the student remains in the mainstream classroom for all other content areas.
English Language Proficiency Standards (ELPS)
The ELPS outline English Language proficiency level descriptors and student expectations for ELLs. School districts are required to implement this section as an integral part of each subject in the required curriculum. The ELPS are published along with the TEKS for each subject in the required curriculum.
The language spoken in the home by significant others (family members, caregivers) who reside in the student's home. L1 or primary language.
Home Language Survey
The survey is used to establish the student's language classification for determining whether the district is required to provide a bilingual education or English as a Second Language Program. If a language other than English is indicated the student must be tested and classified.
The lesson's language objectives explain how the student will demonstrate knowledge of the academic content using language skills of listening, speaking, reading and writing.
Languages Other Than English (LOTE)
Languages other than English; division of the Texas Education Agency that coordinates the development of TEKS and all instructional activities in foreign language programs.
Language Proficiency Assessment Committee (LPAC)
The LPAC is responsible for reviewing all pertinent information on all identified limited English proficient (LEP) students upon their initial enrollment and at the end of each school year. Districts are required to have on file policy and procedures for the selection, appointment, and training of members of the LPAC.
LEP Limited English Proficient
Limited English proficient student whose primary language is other than English and whose English language skills are such that the student has difficulty performing classwork in English. LEP and ELL are used interchangeably.
The ability to speak more than two languages.
Performance Based Monitoring Analysis System (PBMAS)
The PBMAS is an automated data system that reports annually on the performance of school districts and charter schools in selected program areas.
Public Education Information Management System (PEIMS)
The PEIMS encompasses all data requested and received by TEA about public education, including student demographic and academic performance, personnel, financial, and organizational information
Response to Intervention (RTI)
RTI is the practice of meeting the academic and behavior needs of all students through high quality instruction and scientific research-based tiered interventions, frequent monitoring of student progress, and application of student response data.
Providing instructional support/guidance in such a way that students transition from a state of dependence on the teacher to independence.
Sheltered English Instruction
An approach in which students develop knowledge in specific subject areas through the medium of English, their L2; teachers adjust the language demands of the lesson in many ways, such as modifying speech rate and tone, using context clues and models extensively, relating instruction to student experience, adapting the language of texts or tasks and using certain methods familiar to language teachers (demos, visuals, graphic organizers, cooperative work) to make academic instruction more accessible to students of different English proficiency levels.
Structured English Immersion
All students in the program are ELLs, usually from different language backgrounds. They receive instruction in English. No native language support.
Texas Administrative Code (TAC)
The TAC is a compilation of all state agency rules in Texas. These rules are collected and published by the Office of the Secretary of State.
Texas Education Code (TEC)
The TEC is a set of state statutes (laws) governing public education in Texas. It applies to all educational institutions supported in whole or in part by state tax funds, unless specifically excluded by the code. The TEC directs the goals and framework of public education in Texas. It is established by the Texas Legislature.
Texas English Language Proficiency Assessment System (TELPAS)
TELPAS assesses the English language proficiency of K-12 ELLs in four language domains - listening, speaking, reading, writing. English language proficiency assessments in grade K-12 are federally required to evaluate the progress that ELLs make in becoming proficient in the use of academic English. The assessment components for grades K-1 and 2-12 differ in the following ways:
K-1: TELPAS includes holistically rated listening, speaking, reading, and writing assessments based on ongoing classroom observations and student interactions.
2-12: TELPAS includes multiple-choice reading tests, holistically rated student writing collections, and holistically rated listening and speaking assessments based on classroom observations and student interactions.
Texas Essential Knowledge and Skills (TEKS)
The TEKS are the state standards for what students should know and be able to do from pre-k through high school
Transitional Bilingual Program/Early Exit
A bilingual program that serves students identified as students of LEP in both English and Spanish and transfers the student to English only instruction not earlier than two or later than five years after the student enrolls in school.
Transitional Bilingual Program/Late Exit
A bilingual program that serves students identified as LEp in both English and Spanish and transfers a student to English only instruction not earlier than six years or later than seven years after the student enrolls in school.
THIS SET IS OFTEN IN FOLDERS WITH...
ESL Concepts ESL 154
ESL 154 Domain II
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