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3/10 Promoting Success for EB Resource Request

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You will receive one Inclusive Strategies for Diverse Learners bundle that contains 3 copies of the booklet. Keep them all or share with your friends and colleagues.

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Use the Content-Based Language Instruction (CBLI) Quick Guide to answer the scavenger hunt questions.

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Working with Paraprofessionals Field User Guide

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Working with Paraprofessionals Field User Guide

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Find the right classroom accommodations for your student.

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Inclusive Strategies for Diverse Learners

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Inclusive Strategies for Diverse Learners

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Inclusive Strategies for Diverse Learners, Second Edition

This new and updated edition is bundle 3 to a pack and is the perfect desk reference for the instruction of diverse learners. The booklet includes ideas for curriculum accommodations, teaching methods and assessments. Appropriate for teachers of grades K - 12.

ID: 741-1524

Order Form

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Inclusive Strategies for Diverse Learners, Second Edition This new and updated edition is bundle 3 to a pack and is the perfect desk reference for the instruction of diverse learners. The booklet includes ideas for curriculum accommodations, teaching methods and assessments. Appropriate for teachers of grades K - 12.

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For more information about these sessions or to request customized professional development, e-mail R4MLsupport@esc4.net.

Are you and your students ready for TELPAS? Are you wondering what to do in your classroom to help English Learners/Emergent Bilingual students practice and grow in language and literacy? Using language routines can elevate the confidence level of your students while using English. This collaborative is for teachers of English Learners/Emergent Bilinguals who are looking for opportunities to enhance their instruction.

These sessions are designed to support language practices in listening, speaking, reading, and writing in any content. You have the option to join single sessions or the series as a whole. Register for each session individually using the links below.

Exploring how the synergy between accountability, assessment, and instruction impacts Emergent Bilingual Students and English Learners
November 15, 2023
8:30 a.m. - 3:30 p.m. | Virtual Zoom Session

This session is designed to support district or campus teams to gain a deep understanding of the inclusion of EB/ELs in the A-F system, Results-Driven Accountability, Data Compliance Reviews, Language Proficiency Assessment Committee decision-making process, and the importance of assessment systems to verify demographics, participation, and designated supports.
Learn more and register here.

TExES Preparation: English as a Second Language Supplemental 154

Virtual Session | 8:30 a.m.-3:30 p.m.

This session will assist teachers in preparing for the ESL TExES exam as well as providing essential information for understanding how to facilitate and differentiate instruction for ESL learners. We will cover history, law, research, methodology, strategies, rational, and varied ESL programs.
Secondary Emergent Bilingual Writing Practices and Strategies
Participants will identify language complexity within state assessments and the implications these have in relation to emergent bilingual students' academic achievement. Additionally, we will explore and reflect on high-leverage practices that increase linguistic support during writing instruction.
Secondary Emergent Bilingual Writing Practices and Strategies English I & II
Participants will identify language complexity within state assessments and the implications these have in relation to emergent bilingual students' academic achievement. Additionally, we will explore and reflect on high-leverage practices that increase linguistic support during writing instruction. Register here.
TELPAS - Texas English Language Proficiency Assessment System
Navigating Our Way Through TELPAS
This session will lead participants through the different TELPAS components and designed to provide a general overview of TELPAS for those leaders who are new to the administration or may need a refresher. Participants will navigate the available resources to help educators align instruction to state expectations for Emergent Bilingual students. Time will be allotted to meet with different Region 4 program contacts for technical assistance.
Region 4 Bilingual/ESL Conference December 7, 2023
8:30 a.m. - 3:30 p.m. | Virtual Zoom Session

Educators will expand their knowledge with evidence-based information designed for working with emergent bilingual (EB) students. Presentations will be framed around culturally and linguistically sustained practices and topics that impact the affective, linguistic, and cognitive domains of EB students. Session topics will address dual language, transitioning from L1 to L2, sheltered instruction and content-based language instruction, assessment practices, and technology. Learn more and register here.

Promoting Classroom Success for Dually Served Emergent Bilingual Students

December 12, 2023 | Virtual Session | 12:00 p.m. - 4:00 p.m.

This session is designed to provide teachers with the instructional tools needed to effectively support emergent bilingual (English learner) students who are dually served through special education/504 and bilingual or ESL programs. This training will focus on making content comprehensible across content areas and include practical strategies to increase growth in students' academic and language proficiency. Participants will learn evidence-based strategies for application in the classroom to maximize student achievement.
Register here.
January 11, 2024
12:30-3:30 p.m. | Virtual Session

English Language Development (ELD) Block

In this session, participants will learn the structure of the English language development (ELD) block in the bilingual classroom. Participants will be able to understand what is ELD, the purpose of ELD, and how to use the TEKS and ELPS to plan a week of instruction.
February 27, 2024 Spanish Word Study: Increasing Emergent Bilingual Students' Vocabulary and Comprehension en Español
9:00 a.m. - 3:00 p.m. | Virtual Session

Gain an understanding of principles of Spanish word study to increase students' vocabulary and reading comprehension. Strategies and activities to help students learn about letters, sounds, syllables, and words will be discussed to teach students how to take words apart while reading for meaning. Learn more and register here.

For more information about these sessions, or to request customized professional development, e-mail R4ELsupport@esc4.net.

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For more information about these sessions or to request customized professional development, e-mail R4MLsupport@esc4.net. Are you and your students ready for TELPAS? Are you wondering what to do in your classroom to help English Learners/Emergent Bilingual students practice and grow in language and literacy?

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Contacts Upcoming Sessions Power Hour Sessions Products Content Connections TEA Technical Assistance Networks Inclusive Practices Conference Inclusive Practices Resources Supports and Services

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Do you have any lingering questions or feedback?

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Do you have any lingering questions or feedback?

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English Learner Portal-Parents And Families

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Supporting Emergent Bilingual Students in Texas

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Emergent Bilingual Students with Multi-Needs 

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Emergent Bilingual Students with Multi-Needs 

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The TEA Emergent Bilingual Support Division is continuously developing program implementation resources for Local Education Agencies (LEAs) to utilize in providing effective bilingual education and English as a second language (ESL) programs for emergent bilingual students that meet and exceed state requirements.

In Texas, there are six state-approved program models that can be implemented to support emergent bilingual students.

Dual Language Immersion Program Models

English as a Second Language Program Models

Dual Language Immersion One Way
A bilingual/biliteracy program model in which students identified as emergent bilingual students are served in both English and another language and are prepared to meet reclassification criteria in order to be successful in English-only instruction not earlier than six or later than seven years after the student enrolls in school.

Dual Language Immersion Two Way
A bilingual/biliteracy program model in which students identified as emergent bilingual students are integrated with students proficient in English and are served in both English and another language and are prepared to meet reclassification criteria in order to be successful in English-only instruction not earlier than six or later than seven years after the student enrolls in school.
Dual Language Immersion Implementation Resources Texas Effective Dual Language Immersion Framework
The tools created are broken down by levers:

1. Leadership & Family and Community Empowerment

2. Program Model & Design

3. Staffing & Professional Development

4. Lesson Planning & Methods

5. Curriculum & Resources

Visit our Dual Language Guidance Committee page to learn about the mission behind the work.

Transitional Bilingual Education Implementation Resources

English as a Second Language Implementation Resources

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Supporting Emergent Bilingual Students in Texas

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Lots of great free resources for behavior and social emotional skills

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National Center for Pyramid Model Innovations

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The goals of the National Center for Pyramid Model Innovations (NCPMI) are to assist states and programs in their implementation of sustainable systems for the implementation of the Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children (Pyramid Model) within early intervention and early education programs with a focus on promoting the social, emotional, and behavioral outcomes of young children birth to five, reducing the use of inappropriate discipline practices, promoting family engagement, using data for decision-making, integrating early childhood and infant mental health consultation and fostering inclusion. s

Resource Spotlight

Children's book list

Includes diverse examples of books that can be used to promote social-emotional skills.

Get Training

Supporting implementation of the Pyramid Model with fidelity.

Conference

National Training Institute on Effective Practices: Addressing Challenging Behavior

Get the latest updates. Join our Mailing list

Have a question? Want to give us feedback? Contact Us

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National Center for Pyramid Model Innovations

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The goals of the National Center for Pyramid Model Innovations (NCPMI) are to assist states and programs in their implementation of sustainable systems for the implementation of the Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children (Pyramid Model) within early intervention and early education programs with a focus on promoting the ...

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Participant Copy of 2024 Combined Case Studies Dually Served EBs 

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Telpas Accommodations for Students with Dyslexia

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Telpas Accommodations for Students with Dyslexia

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Linsay Humphrey lhumphrey@lvisd.org

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DCCR Please see Basic Transcribing and Supplemental Aids 

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DCCR Please see Basic Transcribing and Supplemental Aids 

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For a student who meets the eligibility criterion, this designated support may be used on:

For online testing, this designated support allows responses to be entered into the Test Delivery System (TDS) when a student has a disabling condition that prevents the student from independently entering responses through keyboarding or the use of a mouse.

For paper testing, this designated support allows a student's responses to be copied into the student's test booklet when the student has a disabling condition that prevents the student from recording responses independently.

A student may use this designated support if that student has a disabling condition and:

routinely and effectively uses speech-to-text (STT) software during classroom instruction and classroom testing, or

routinely and effectively has original responses to classroom instructional and testing materials transcribed.

The Speech-To-Text field should be updated under the Test Attributes panel in TIDE prior to testing so the designated support is made available in TDS.

For students who require a test administrator to enter their responses, the STAAR Non-Embedded Supports or TELPAS Non-Embedded Supports field should be updated in the Non-Embedded Supports panel in TIDE after testing to indicate that this support was made available to the student.

For a student not receiving special education or Section 504 services, the decision is made by the appropriate team at the campus level (e.g., Response to Intervention [RtI] team, student assistance team) and documented according to district policies. The decision should be based on the eligibility criteria and aimed at addressing a student's consistent academic struggle in a specific area, even after intensive instruction and remediation.

For a student receiving Section 504 services, the decision is made by the Section 504 committee based on the eligibility criterion and documented in the student's individual accommodation plan (IAP).

For a student receiving special education services, the decision is made by the admission, review, and dismissal (ARD) committee based on the eligibility criterion and is documented in the student's individualized education program (IEP).

In the case of an emergent bilingual (EB) student with a disability, the decision is made by the applicable group in conjunction with the student's language proficiency assessment committee (LPAC) and documented in the student's permanent record file and IAP or IEP.

The student indicates his or her answer choice selection on the computer screen by pointing or using assistive technology (e.g., eye gaze software).

The student uses STT technology to answer constructed-response items (including use of the online embedded support in TDS).

The student dictates or signs responses to test questions, including text entry questions. For information about the test administrator transcribing a student's dictated or signed responses to constructed-response items, refer to the Complex Transcribing policy. For information about the test administrator recording a student's dictated mathematics scratch work, refer to the Mathematics Scribe policy.

The student writes responses to test questions on another medium (e.g., scratch paper, dry erase board) or types responses on a word processor.

The student dictates or signs information to be recorded in the margins of the test booklet or in the notes tool for online tests (does NOT apply to mathematics calculations or to constructed responses).

A student who uses this designated support may need to complete the test in a separate setting to eliminate distractions to other students and to ensure the confidentiality of the test.

The student's attributes in TIDE must first be set to indicate "speech-to-text" in order for this support to be accessed in the practice environment.

A test administrator who transcribes for a student must be trained in these guidelines and sign an Oath of Test Security and Confidentiality. The role of the test administrator is to record exactly what the student has indicated in his or her original response. The transcriber may not edit or alter student responses in any way and may not provide feedback regarding the correctness of the student's response. Transcription procedures include these special instructions and the general transcribing procedures for paper administrations found in the Directions for Entering Student Responses in DEI page of the DEI User Guide.

The test administrator must indicate to the student the space allowed for the constructed-response items so that the response will fit into the spaces provided when transcribed online. For STAAR, the extended constructed-response item character-count limit of 2,300 characters equates to approximately 46 lines on paper. Short constructed-response text boxes allow for 475 characters, which is approximately 10 lines on paper. For TELPAS, constructed-response items have a character-count limit of 1,000 and sentence rewrite items have a character-count limit of 100.

Students must be given the full time allotted to complete the test. Students are allowed to review the transcription and make any edits within the time window of the assessment. However, students may not edit their responses after the test period has ended and test administrators have transferred the final responses online. The test administrator must ensure that he or she can read and understand the student's intended responses before the student leaves the testing room.

To become familiar with the functionality of online tests, students should practice using the tools in the Practice Test Site before taking online operational assessments. The student's attributes in TIDE must first be set to indicate "speech-to-text" in order for this support to be accessed in the practice environment.

Documentation of this support should be kept at the local level. For paper administrations of STAAR or TELPAS reading, the test administrator should write, "Transcribed by (NAME) because student is eligible for this designated support" on the student's test booklet. There is no field in which to enter this information online.

For TELPAS grades 2-12, Basic Transcribing applies only to the paper reading test, the online reading and writing test, and the listening portion of the online listening and speaking test. STT applies only to the constructed-response items for writing. For questions about the speaking portion of the online listening and speaking test, contact the TEA Student Assessment Division. This designated support does not apply to any holistically rated domain, since those are assessed during authentic classroom activities and the same accommodations routinely used during classroom instruction are acceptable.

Secure test materials and associated student responses cannot be photocopied, scanned, or saved in order to use this designated support. Any typed or handwritten responses that include student notes, answers to test questions, or responses to the constructed-response questions must be destroyed after testing. All voice recordings must be erased or destroyed after testing.

A student who needs assistance only in physically manipulating test materials or equipment is not necessarily eligible for this designated support. Refer to the Manipulating Test Materials policy.

For information regarding the role of a test administrator who transcribes for a student who uses braille materials, screen reader support for refreshable braille displays, or large-print test materials, refer to the test administration instructions.

For information regarding the role of a test administrator who transcribes for a student who is deaf or hard of hearing, refer to the STAAR Paper Test Administration Information.

Spell check, word predictor, and all other special features must be disabled when a student types responses to constructed-response questions on a word processor unless the student meets the eligibility criteria outlined in the Spelling Assistance policy.

Districts are required to have procedures in place to prevent use of personal cell phones and electronic devices during test administrations. If TEA-approved technology-based accommodations are used by a student during testing, TEA guidelines on the use of this technology must be followed in order to maintain the security and validity of the assessment. Although some technology may be very useful during a daily academic setting, technology that has functionality that violates the Technology Guidelines cannot be used during a state assessment.

For situations when a student experiences an unexpected or emergency situation (e.g., broken arms, broken glasses) immediately before the assessment, refer to the Accommodations in Unexpected or Emergency Situations policy.

The test administrator may carry out Basic Transcribing to transfer student responses into the test booklet or into TDS only in the following situations:

If you have any questions, contact the Student Assessment Help Desk at (512) 463-9536.

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Basic Transcribing - District and Campus Coordinator Resources - Confluence

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For a student who meets the eligibility criterion, this designated support may be used on: For online testing, this designated support allows responses to be entered into the Test Delivery System (TDS) when a student has a disabling condition that prevents the student from independently entering responses through keyboarding or the use of a mouse.

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I am interested in more resources regarding speech for EB students

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I am interested in more resources regarding speech for EB students

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Linsay Humphrey