ELL Legislation Obstacle Course

A high-energy, interactive, and physically engaging game to learn about state legislation for ELLs

Objective

Teams race through an obstacle course, answering questions and completing physical challenges related to ELL legislation. The first team to finish wins, but everyone learns along the way!

Game Setup

Materials Needed
  • Open space (classroom, gym, or outdoor area)
  • Cones, tape, or chalk to mark stations
  • Printed question cards (or displayed on a tablet)
  • Small prizes (e.g., stickers, certificates)
  • Timer or stopwatch
Obstacle Course Stations

Set up 5-6 stations around the room/area. Each station focuses on a different aspect of ELL legislation (e.g., identification, screening, reclassification, LPAC, parent communication).

At each station, teams must:

  1. Answer a question about ELL legislation
  2. Complete a physical challenge
  3. Connect the legislation to a real-life scenario

How to Play

Team Rally

Form teams by finding classmates who share your favorite color or ice cream flavor! Teams of 3-4 players each.

Station Rules

At each station, teams must:

  • Answer a question correctly (if wrong, they do 5 jumping jacks before moving on)
  • Complete the physical challenge
  • Share a real-life connection (e.g., "This law helps students by...")

Once completed, they move to the next station.

Winning the Game

The first team to complete all stations wins, but all teams celebrate by sharing one thing they learned.

Sample Stations and Challenges

Identification Station
Focus: How ELLs are identified
Question: "What is the first step in identifying an ELL student in Texas?"
Physical Challenge: Do 10 jumping jacks
Real-Life Connection: "How would you explain this process to a new parent?"
Screening Station
Focus: English proficiency screening
Question: "What test is used to screen ELLs in Texas?"
Physical Challenge: Balance a book on your head for 10 seconds
Real-Life Connection: "Why is it important to screen students quickly?"
LPAC Station
Focus: Role of LPAC
Question: "Who serves on the LPAC committee?"
Physical Challenge: Crab-walk to the next station
Real-Life Connection: "How does LPAC help students transition out of ELL programs?"
Reclassification Station
Focus: Criteria for reclassification
Question: "What are 2 criteria for reclassifying an ELL student in Texas?"
Physical Challenge: Hopscotch to the next station
Real-Life Connection: "How would you celebrate a student who is reclassified?"
Parent Communication Station
Focus: Parent rights and communication
Question: "What information must schools provide to parents of ELLs in Texas?"
Physical Challenge: Spin around 5 times, then walk straight
Real-Life Connection: "How can schools make sure parents understand their rights?"

Stations Summary Table

Station Legislation Focus Question Example Physical Challenge Real-Life Connection
Identification Station How ELLs are identified "What is the first step in identifying an ELL student in Texas?" Do 10 jumping jacks "How would you explain this process to a new parent?"
Screening Station English proficiency screening "What test is used to screen ELLs in Texas?" Balance a book on your head for 10 seconds "Why is it important to screen students quickly?"
LPAC Station Role of LPAC "Who serves on the LPAC committee?" Crab-walk to the next station "How does LPAC help students transition out of ELL programs?"
Reclassification Station Criteria for reclassification "What are 2 criteria for reclassifying an ELL student in Texas?" Hopscotch to the next station "How would you celebrate a student who is reclassified?"
Parent Communication Station Parent rights and communication "What information must schools provide to parents of ELLs in Texas?" Spin around 5 times, then walk straight "How can schools make sure parents understand their rights?"

Discussion Script

After the game, gather everyone for a 5-minute "Legislation Huddle":

"What was the hardest challenge? Why?"
(Connect physical challenges to the complexity of legislation.)

"Which law do you think has the biggest impact on students? Why?"

"How can we use what we learned today to support ELL students in our school?"

Why This Works

Physical Movement

Incorporates jumping, balancing, and racing to keep energy high

Teamwork

Encourages collaboration and discussion

Real-Life Connections

Ties legislation to student experiences

Minimal Materials

Uses everyday items and space

Question Cards

Identification Station
1. What is the first step in identifying an ELL student in Texas?
↓ Administer a Home Language Survey (HLS) ↓
2. Who is responsible for administering the Home Language Survey?
↓ Campus registrars or front office staff ↓
3. True or False: Only students born outside the U.S. need to take the Home Language Survey.
↓ False: All new students must take it ↓
4. What happens if a parent indicates a language other than English on the Home Language Survey?
↓ The student is tested for English proficiency ↓
5. How many days does a school have to test a student for English proficiency after identifying them as a potential ELL?
↓ 20 school days ↓
Screening Station
1. What is the name of the English proficiency test used in Texas for ELLs?
↓ TELPAS (Texas English Language Proficiency Assessment System) ↓
2. What are the four language domains assessed in TELPAS?
↓ Listening, Speaking, Reading, Writing ↓
3. Who can administer the TELPAS test?
↓ Trained and certified school personnel ↓
4. How often is TELPAS administered to ELL students?
↓ Annually, in the spring ↓
5. What is the purpose of the TELPAS screening?
↓ To determine English proficiency and placement in ELL programs ↓
LPAC Station
1. What does LPAC stand for?
↓ Language Proficiency Assessment Committee ↓
2. Who must be part of the LPAC committee?
↓ A campus administrator, a teacher, and a parent (if possible) ↓
3. What is one responsibility of the LPAC?
↓ Reviewing ELL student progress and making placement decisions ↓
4. True or False: LPAC meetings are only held once a year.
↓ False: They meet as needed, often multiple times a year ↓
5. What document does the LPAC provide to parents after reviewing a student's progress?
↓ A written explanation of the student's placement and progress ↓
Reclassification Station
1. What are the two main criteria for reclassifying an ELL student in Texas?
↓ Passing TELPAS and meeting state standards on STAAR ↓
2. Who makes the final decision about reclassifying an ELL student?
↓ The LPAC committee ↓
3. How many years of monitoring are required after a student is reclassified?
↓ 2 years ↓
4. What happens if a reclassified student struggles academically?
↓ The LPAC may recommend additional support or interventions ↓
5. True or False: Reclassified students no longer receive any ELL services.
↓ False: They may still receive support during the monitoring period ↓
Parent Communication Station
1. What information must schools provide to parents of ELLs within the first 2 weeks of school?
↓ Information about the ELL program and their child's placement ↓
2. In what language should schools communicate with ELL parents?
↓ In a language they understand ↓
3. What is one way schools can ensure ELL parents understand their rights?
↓ Provide translated documents and interpreters ↓
4. True or False: Schools are required to hold meetings with ELL parents at least once a year.
↓ True ↓
5. What is the purpose of the "Parent Rights" document given to ELL parents?
↓ To inform them of their rights and the ELL program details ↓