Transcript LPAC-ManualTraining2011

Training on the LPAC DecisionMaking Process for the Texas
Assessment Program
Spring 2011 Testing
© 2010, Texas Education Agency
TEA trains ESCs
ESCs train districts
LPACs use manual to make spring
2011 testing decisions
2
Procedural Manual for 2010-2011
3
What’s New This Year?
No changes to assessment decision-making policies or
procedures for ELLs this year. Note, however, the
following updated information:



Updates to overview of state assessment requirements for
ELLs (manual pp. 4–6, slides 11–13)
Updated information about the use of TELPAS in
accountability measures and performance-based
monitoring (manual pp. 69–70, slides 15 and 98)
Updated TELPAS results (manual pp 71–72, slides 102–
105)
 Results by years in U.S. schools for grades 3-12
 K-2 results by grade
4
A Close Look at the Manual
5
Statutory Authority
TEC, Section 39.027(e)
TEC, Section 39.023(m)
6
Purposes of Manual


To help ensure that LPACs make
consistent, informed assessment
decisions
To increase awareness of second
language learners’ educational needs
7
5 Major Topics of Manual
1. Determining student needs
2. Providing instructional interventions
3. Monitoring student progress
4. Making assessment decisions
5. Maintaining necessary documentation
8
Table of Contents










Overview
Giving TAKS in English or Spanish
LEP Exemptions and LAT
Exit Level LEP Postponement
Student Examples
Documentation Requirements
Using Test Results to Monitor Progress
ELLs Receiving Special Education Services
FAQs
Appendices
9
Overview
10
Components of the
Texas Assessment Program

TAKS

TAKS (Accommodated)

TAKS–M

TAKS–Alt

LAT

TELPAS
• Be familiar with each component
• Descriptions provided in Overview
11
Background
Texas Public Schools



Number of ELLs has grown from about 570,000 in 2000-01 to
over 800,000 in 2009-10
About 1 in 6 students is an ELL
About 1 in 6 ELLs in grades 4–12 in U.S. schools for 3 school
years or less
U.S. Public Schools


ELLs are fastest growing group of students
In 2008, total of about 5 million ELLs; by 2015, number of ELLs
projected to reach 10 million*
*Source: 2008 NEA policy brief: “English Language Learners Face Unique
Challenges”
12
Federal and State Requirements




Federal law requires states to assess all students in
 reading and math in grades 3–8 and 10
 science in at least 1 elementary, 1 middle, and 1 high
school grade
Texas law provides for Spanish-version assessments in
grades 3–5
Texas law provides for limited LEP exemptions; ELLs
designated as LEP-exempt under Texas policy are assessed
with LAT to fulfill federal requirements*
Vast majority of ELLs in Texas take regular TAKS in English
* First-year LEP-exempt immigrants do not take LAT reading; their TELPAS reading
test participation is used to meet federal requirements
13
LAT in Federal Adequate Yearly Progress (AYP)
Accountability Measures of Academic Achievement
Subject
Math
Test
School Yr.
in U.S.
AYP
Participation
AYP
Performance
1st
2nd and 3rd


*

1st

*
2nd and 3rd


LAT
TELPAS
Reading/ELA
Reading
LAT
* = not evaluated for AYP
Science: No science results used in AYP (hence, no LAT science results used)
14
Uses of TELPAS in Federal and State Accountability and
Performance-Based Monitoring
TELPAS measures the learning of academic English in
alignment with the Texas English Language Proficiency
Standards (ELPS). TELPAS results are used in
 federal Annual Measurable Achievement Objectives
(AMAOs) accountability indicators
 state ELL progress indicator
 state Performance-Based Monitoring Analysis System
(PBMAS) indicators
15
Rigorous Standards


Curriculum, assessment, and
accountability requirements becoming
more and more rigorous
Important to help growing ELL population
meet higher standards
16
Meeting Needs of ELLs
Learning challenging academic content
along with a second language is not
easy. Many ELLs are not able to
succeed academically without prompt
and carefully targeted instructional
support.
17
Varying Needs
While some ELLs have an excellent
academic foundation and knowledge of
2 or more languages, others may enter
U.S. schools with no English and limited
prior schooling.
18
Effective Instructional Programs for ELLs —



focus on helping students excel rather than
meet minimum expectations
help immigrants with adequate prior
schooling “stay in step” academically as they
learn English
intervene quickly to help students with
insufficient prior schooling
19
3 EDUCATIONAL GOALS
Reinforced by
Testing Requirements
20
Goal 1
When needs are addressed promptly and
effectively —
most ELLs enrolled since 1st grade will be able
to meet TEKS requirements as measured by
TAKS in English or Spanish by grade 3
21
Goal 2
When needs are addressed promptly and
effectively —
most immigrant ELLs in Spanish bilingual
programs will be able to meet TEKS
requirements as measured by Spanish TAKS in
1st year in U.S.
22
Goal 3
When needs are addressed promptly and
effectively —
most immigrant ELLs entering U.S. schools with
little or no English or with limited prior
schooling will be able to meet TEKS
requirements as measured on TAKS by 3rd
year in U.S.
23
LPAC Role
To fulfill state requirements, LPAC must
 follow procedures in manual
 monitor student progress and determine
appropriate instructional interventions
 make decisions on individual student basis
 function as a committee
 document decisions, instructional interventions for
exempted students, and reason for exemption in
student’s permanent record file
24
Decisions about Testing in
Spanish or English
(Gr. 3–5)
25
Language of Testing


LPACs responsible for deciding which Spanishspeaking ELLs in grades 3–5 take TAKS in
English and which in Spanish
By law Spanish TAKS may be taken for 3
years
26
Counting Years
Years of taking Spanish TAKS are
counted in terms of years of TAKS
administrations. Grades 1 and 2 don’t
count because TAKS is not administered
in these grades.
27
Decision Criteria
Decisions about whether to give TAKS in English
or Spanish are guided by —


language of student’s instruction, and
language in which student can best
demonstrate academic skills
Decision to administer TAKS in Spanish or English may
vary by subject area
28
Program Differences


Spanish TAKS generally appropriate for
students in bilingual programs receiving most
academic instruction in Spanish
Language of instruction in ESL programs is
English; however, Spanish TAKS may sometimes
be appropriate for student in ESL program
29
Non-LEP Students in
Bilingual Education Programs


In accordance with 19 TAC, Section 101.1007(e),
school districts may administer Spanish TAKS to a
non-LEP student in a bilingual education program if
LPAC determines TAKS in Spanish to be most
appropriate measure of student’s academic progress
Student may not be administered Spanish-version
assessment for longer than three years
30
LEP Exemptions

LAT Administrations
31
Commissioner’s Rules


LEP exemption criteria based on
commissioner’s rules in Texas
Administrative Code (TAC), Chapter 101,
Subchapter AA
TAC website link available in Appendix A
32
Key Terminology

General exemption criteria

Specific exemption criteria

Category 1

Category 2
33
General Exemption Criteria


5 “record-keeping” criteria student must
meet before LPAC can consider specific
exemption criteria
The 5 criteria are:
1. LEP Status
2. Program Participation
3. TAKS Immigrant Status
4. Years in U.S. Schools
5. Grades 2–12 TELPAS Reading Rating
34
Definitions:
Specific Exemption Criteria


Relate to whether student has academic or
linguistic difficulties stemming from schooling
outside U.S.
Require LPAC to examine student’s
 school experiences outside U.S.
and
 progress by time of spring’s test
administrations
35
Definitions:
Categories 1 and 2
Category 1:
Immigrant ELLs in Spanish bilingual education
programs in grades 3–5 (for whom state assessments
exist in both English and Spanish)
Category 2:
 Immigrant ELLs in grades 3–10 in ESL
programs
 Immigrant ELLs in bilingual programs but a
native language assessment does not exist
36
Specific Exemption Criteria
Specific exemption criteria differ according to a
student’s—
 category

number of school years in the U.S.
37
Key Differences

Next 5 slides show key differences in specific
exemption criteria according to

exemption category

years in U.S. schools
Remember, specific exemption criteria relate to:
• school experiences outside U.S.
• progress by time of spring’s test administration
38
Category 1—
1st School Year in U.S.
Insufficient schooling outside U.S. =
student was not provided foundation of
learning outside U.S. that Texas requires
at student’s enrolled grade
39
Category 1—
2nd/3rd School Year in U.S.
Exemptions are rare. For these students,
insufficient schooling outside the U.S. =
extensive absence of schooling outside U.S.
in addition to limited academic
preparedness
40
Category 1:
Determining Progress by Spring
For students determined to have had insufficient
schooling outside the U.S., progress by spring =
progressing satisfactorily in TEKS required at
student’s enrolled grade (in either English or
Spanish)
41
Category 2:
Insufficient Schooling Outside U.S.
Insufficient schooling outside the U.S. =
an inadequate foundation of learning
outside the U.S. in terms of knowledge of
English and/or academic skills
42
Category 2:
Determining Progress by Spring
In student’s 1st school year in U.S. —
LPAC considers both academic language
proficiency in English and academic skills
mastery
In student’s 2nd/3rd school years —
LPAC considers only academic language
proficiency in English
43
Exemption Flow Charts
By Category and Year
reinforce that students must not be exempted unless —




they meet all 5 general criteria; AND
they entered U.S. with insufficient prior schooling, as
defined by their category and years in U.S. schools;
AND
their progress is unsatisfactory as of spring testing
despite interventions; AND
LPAC attributes lack of progress to schooling outside
U.S.
44
LPAC Decision-Making Process
After general exemption criteria are met, LPAC uses
a step-by-step process to examine specific
exemption criteria and make assessment decisions
This section of manual —
• reinforces and explains specific exemption criteria
and decision-making process
• emphasizes connection between need for exemption
and need for accelerated, intensive instructional
support
45
Steps of Decision-Making Process
Step 1. Review schooling outside
U.S.
Step 2. Determine and monitor
instructional interventions
Step 3. Examine current year’s
progress
Step 4. Make and document
assessment decision
46
Exemptions and
Targeted Instructional Support
Remember the connection between
need for exemption and need for
increased instructional support and
monitoring
47
Summing Up


Students must meet all 5
general exemption criteria to be
eligible for exemption
Students must also meet all specific
exemption criteria to be eligible for
exemption
48
Exemption Criteria Summary Charts
A 1-page list of all exemption criteria for
students in each category is provided.
 For category 1, see page 22
 For category 2, see page 30
49
Unusual Circumstances
Not Covered in Manual
50
Unusual Exemption Circumstances
What about —


a student who took TAKS last year in error?
an elementary student who took Spanish TAKS last year
while in a bilingual program but switched to a district
this year where only an ESL program is offered?
Continue 
51
Unusual Exemption Circumstances
Points to remember —



Such special circumstances are rare
Any error from a previous year must be explained
thoroughly in documentation
All general and specific exemption criteria apply
according to the student’s category and year in U.S.
schools, and all documentation procedures still apply
Continue 
52
Unusual Exemption Circumstances
Points to remember —

The LPAC must be confident that decision
to exempt student who tested previously is
not based more on school accountability
concerns than appropriate measurement
of student learning
Continue 
53
Unusual Exemption Circumstances
Points to remember —
 It must be clear that decision to
exempt was made on individual student basis
(“blanket” decisions prohibited)

If student took Spanish TAKS last year, is in ESL
program this year, and is in grade in which
Spanish TAKS is an option, LPAC must document
why Spanish TAKS is not more appropriate than
exemption
54
Linguistically Accommodated
Testing (LAT)
Grades 3–8 and 10 Math, Reading, ELA
Grades 5, 8, and 10 Science
55
Purpose of Linguistically Accommodated
Testing (LAT)
To include students who are LEP-exempt under Texas
policy in federally required testing in a way that
enables them to better understand the language
used on the tests
State regulations that went into effect in the 2009-2010 school
year extended LAT testing provisions to a small number of
students who are not LEP-exempt but who qualify for special
assessment provisions as unschooled ELL asylees or refugees. See
Appendix F for more information.
56
Allowable LAT Accommodations
Math and Science
Indirect
Linguistic Support
•
•
Clarification of test
directions
Breaks at request
of student
Direct
Linguistic Support
•
•
•
•
•
•
Linguistic simplification
Oral translation
Reading assistance
Bilingual dictionary
Bilingual glossary
English and Spanish side by side
(grades 3–5 only)
For LAT TAKS–M differences, see manual
57
Allowable LAT Accommodations
Reading/ELA
Indirect
Linguistic Support
•
•
•
Clarification of
test directions
Breaks at request
of student
Testing over 2
days
Direct
Linguistic Support
•
•
•
•
•
•
Bilingual dictionary
English dictionary
Reading aloud – word or phrase
Reading aloud – entire test item
Oral translation – word or phrase
Clarification – word or phrase
Not all of these are allowable for LAT administrations of essay or revising and
editing sections of grade 10 ELA. See manual for details.
58
Spanish vs. English Version Decisions in
Gr. 3-5


LPACs need to decide if a Spanishspeaking LAT student in grades 3–5 will
need English or Spanish version of test
For math and science, part of side-byside accommodation decision is to
indicate whether student will work
primarily from English version or Spanish
version
59
LAT Accommodations



LAT accommodations are described in
detail in 2010-2011 Accommodations
Manual
Student scenarios useful for training on
linguistic accommodations are included in
LAT Test Administrator Manual
LAT for TAKS vs. TAKS–M differs
somewhat. Page 35 of manual outlines
TAKS–M differences
60
What about LAT and SSI?


Students assessed with LAT math and
reading not subject to SSI test
requirements
They do not retake SSI tests if not
successful
61
LAT Eligibility
Eligibility criteria for math/science vs. reading/ELA
differ somewhat:

LAT math and science


Given to all LEP-exempt ELLs whether 1st, 2nd, or 3rd
school year in U.S.
LAT reading and ELA


Given to 2nd and 3rd year LEP-exempt ELLs
NOT given to 1st year LEP-exempt ELLs
For unschooled asylee and refugee LAT eligibility
provisions, see Appendix F of manual
62
LAT Accommodation Decisions
• Documentation must be kept in student’s
permanent record file
• Multiple accommodations are often appropriate
• Decisions must be based on individual needs of
student and whether accommodations are used
routinely in instruction and testing
• Decisions require collaboration with subject-area
teacher and testing coordinator
• Decisions involve reviewing accommodations used
in instruction
63
LAT Scheduling for April 2011
Date
LAT Test
Grades
Mon, Apr 25
Math
3-4, 6-7, 10
Tues, Apr 26
Reading/ELA
3-4, 6-7, 10
(Day 1)
Wed, Apr 27
Reading/ELA
3-4, 6-7, 10
(Day 2)
Fri, April 29
Science
5, 8, 10
64
LAT Scheduling for May 2011
Date
LAT Test
Grades
Mon, May 16
Math
5 and 8
Tues, May 17
Reading
5 and 8
(Day 1)
Wed, May 18
Reading
5 and 8
(Day 2)
65
Connecting ELPS, Content
Area TEKS, TELPAS, LAT
and TAKS/STAAR
66
Texas English Language Proficiency
Standards (ELPS)



The ELPS outline instruction districts are to provide in
order for ELLs to have full opportunity to learn English
and succeed academically.
All teachers of ELLs are required to teach the ELPS in
conjunction with the TEKS for all subjects.
Core ELPS components:
Second language learning SEs incorporated in content
area instruction
 Using PLDs to monitor progress in learning English
 Linguistically accommodated instruction informed by PLDs

67
Linguistically Accommodating
Instruction and LAT

When implemented effectively and routinely in
instruction, linguistic accommodations


accelerate learning of academic content and English
reduce length of time and degree to which linguistic
accommodations and LAT testing needed
Advanced
High
Advanced
Intermediate
Beginning
68
Common Linguistic Accommodations
Instructional Accommodation
Assessment Accommodation
Providing native language support
Spanish TAKS, Spanish LAT, oral
translation on English LAT
Paraphrasing and simplifying
language to aid understanding
LAT - clarification and linguistic
simplification
Using pictures, gestures, and concrete
objects to aid understanding
LAT - clarification and linguistic
simplification
Helping student decode English words
LAT - reading words aloud
Encouraging students to ask questions
to check understanding
LAT - clarification and linguistic
simplification
Helping students learn to use
dictionaries in class and on tests
LAT - bilingual and English dictionaries
Customized bilingual glossaries of
essential vocabulary
LAT math and science - bilingual
glossaries
Allowing students additional time and
more breaks to read and process
lengthy information
TAKS and LAT - more frequent breaks;
2-day administrations of LAT reading
and ELA tests
69
Linguistic accommodations are
most effective when…



they are aligned to English language proficiency
levels
teachers provide ELLs with plenty of
opportunities to use language at current
proficiency level, as well as to develop language
of increasing complexity
teachers integrate academic language instruction
into content area instruction and provide multiple
opportunities to use academic language in
meaningful and accessible contexts
70
Teacher and Administrator Use of TELPAS Results
and Formative Assessments Using PLDs



Beginning of year: TELPAS results, which are aligned with ELPS
proficiency level descriptors (PLDs), help evaluate progress in
learning English and inform instructional planning
 TELPAS confidential campus student rosters include
 2 years of proficiency level ratings
 how long student has been in U.S. schools
Throughout year: Formative assessment using PLDs helps teachers
gauge student progress and adjust degree and type of linguistic
accommodations
LPAC meetings in preparation for spring testing: Use formative
assessments to gauge progress in English proficiency, review and
adjust linguistic accommodations, and plan for instructional
71
interventions and/or LAT as needed
Remember the Connection
ELPS
TELPAS
TEKS
TAKS/STAAR
The ELPS, as measured by TELPAS,
support better learning of the TEKS, as
measured by TAKS …soon to be STAAR
72
Exit Level LEP Postponement
73
Exit Level LEP Postponement



LEP exemptions are not permitted at exit level
LEP postponement may be granted for exit level
administrations if eligible immigrant ELL is within first
twelve months in U.S. schools
LPAC decision to grant postponement must be made on
administration-by-administration basis, and must allow
student at least one opportunity to take exit level
assessment before student’s scheduled graduation date
See pages 39–40 and sample form on page 41
74
LEP Postponement Documentation






LEP status
Program participation
Length of time in U.S. schools
Evidence of inadequate foundation of
learning outside U.S.
Instructional interventions
Evidence of insufficient progress by time
of testing
See pages 39–40 and sample form on page 41
75
Student Examples
76
6 Student Examples to Review



Alejandra Ruiz
Category 1, Year 1
María Dávila
Category 1, Year 2
Sergio Torres
Category 1, Year 3



René Robles
Category 2, Year 1
Wang Lung
Category 2, Year 2
Anna Hrgovcic
Category 2, Year 3
77
Documentation Requirements for
Exempted Students
78
Required Documentation

Records indicating all 5 general
exemption criteria met

Evidence of insufficient schooling outside
U.S.

Description of instructional interventions

Evidence of insufficient progress by spring
of year

Reason for exemption
79
Records, Signatures, and Forms




Needed for exempted students
School records or parental verification
needed for some criteria
LPAC and teacher signatures needed for
other criteria
Sample forms provided
80
TAKS Immigrant Status


TAKS definition of immigrant is specific to
the state assessment program
TAKS definition: A student who has
resided outside the 50 U.S. states for at
least 2 consecutive years at some point in
his or her history

history = life
81
Years in U.S. Schools
For TAKS exemptions and TELPAS data collection, enrollment in
a U.S. school for all or part of the school year is used to
document enrollment during that year
As communicated to districts in the fall, the Years in U.S.
Schools data collection has changed slightly
The previous “5 or more school years” category was
divided into “5 school years” and “6 or more school years”
It is critical that Years in U.S. Schools data be determined
accurately. It is used in instructional planning, in evaluating
eligibility for LEP exemptions, and in determining performance
requirements for multiple federal and state accountability
indicators.
82
Extensive Absences of Schooling
Outside U.S.
Extensive absences of schooling outside U.S.
must be documented for exempted students
in category 1 who are in second or third
school year in U.S.
83
Insufficient Schooling Outside U.S.
For all exempted students, evidence of
inadequate foundation of learning outside U.S.
must come from —

formal assessments on page 49 of manual
OR

informal assessments designed to measure
academic preparedness required by TEKS
84
Instructional Interventions
Documentation: LPACs are required to
describe instructional interventions
implemented to target individual
educational needs of immigrant students
for whom exemption is necessary.
85
Definition
Instructional intervention =
assistance designed to accelerate progress of
struggling learner and that requires carefully
targeted, individualized instruction in class
and, in many instances, beyond classroom
86
Instructional Interventions Form
See page 52 of manual for sample form
for documenting instructional interventions
for students in grades 3–10
87
Insufficient Progress by Spring
Evidence may come from —

ongoing informal assessments
(inventories and checklists)
OR

teacher reviews of class performance
88
Reasons for Exemption
The reasons—
• are provided on page 57 of manual
• are to be referenced in documentation
89
Using State Assessment Results
to Monitor Progress
90
Using State Assessment Results to
Monitor Progress
Schools should use TELPAS results
in conjunction with TAKS results for
instructional planning
91
Understanding TELPAS Reading Tests for
Grades 2–12


Manual explains how TELPAS reading test
differs from TAKS reading test
Understanding differences helps educators use
results more effectively to impact teaching and
learning
92
Purposes of TELPAS




To assess progress of LEP-exempt students
To indicate when LEP exemptions are
no longer necessary
To monitor English language proficiency of
Spanish TAKS examinees
To monitor English language proficiency of
students not eligible for a LEP exemption who
are struggling with English acquisition
93
TELPAS Proficiency Levels
in a Nutshell




Beginning: Little or no ability to understand and use English to
function meaningfully in social and academic settings
Intermediate: Limited ability to understand and use English in
social and academic settings; can function when instructional tasks
involve simple language structures and high-frequency English in
routine contexts
Advanced: Know enough English to engage in grade-appropriate
instruction, although ongoing second language acquisition support
is needed; function beyond level of simple, routinely used English
Advanced high: Have necessary levels of social and academic
English to participate in grade-appropriate academic instruction
with minimal second language acquisition support
94
What TELPAS Results Tell Us


TELPAS ratings of beginning and intermediate
indicate significantly limited ability to use
English as medium for learning academic
material
ELLs in U.S. schools 3 years or more whose
academic instruction is in English and who are
still at these levels need carefully planned,
highly intensive instructional interventions to
accelerate English acquisition
95
What TELPAS Results Tell Us



ELLs at beginning or intermediate level are likely
to have significant difficulty with English on tests
such as TAKS
Low levels of English language proficiency can
confound results on academic skill assessments
Other diagnostic assessments or inventories may
be necessary to determine academic skill levels of
these students
96
Uses of TELPAS in Accountability Measures and
Performance-Based Monitoring
Federal Annual Measurable Achievement
Objectives (AMAOs)
 State accountability ELL progress indicator
 State Performance-Based Monitoring Analysis
System (PBMAS) indicators

97
Uses of TELPAS in State Accountability Measures
and Performance-Based Monitoring
ELL Progress Indicator



To be incorporated into state accountability rating system beginning with
spring 2011 accountability ratings
Indicator based on two years of TELPAS reading results and current-year
TAKS performance
More information at www.tea.state.tx.us/perfreport/resources
Performance-Based Monitoring Analysis System (PBMAS)




Automated data system that reports annually on performance of districts
and charter schools in selected program areas
Several indicators use TELPAS results
Used by state to review and monitor bilingual/ESL programs statewide
More information in annually updated PBMAS Manual at
www.tea.state.tx.us/pbm
98
Federal AMAOs
AMAOs –
• are specific to ELLs
• aim to improve both English language proficiency and
academic achievement of ELLs
AMAO 1: Progress in learning English – TELPAS
% of ELLs progressing by at least one proficiency level a year
AMAO 2: Attainment of English proficiency – TELPAS
% of ELLs reaching advanced high proficiency level
AMAO 3: Meeting AYP in reading and math – TAKS
Meeting AYP for LEP subgroup
99
99
Language Domain Weights
in TELPAS Composite Ratings


AMAOs use TELPAS composite English language
proficiency ratings, not individual language domain
ratings
Chart shows weight of each language domain in
composite ratings
Listening
Speaking
Reading
Writing
5%
5%
75%
15%
These domain weights have been used since
2005–2006 but may change in the future.
100
TELPAS Results in Manual

Statewide performance summaries of
progress from spring 2009 to spring 2010

Statewide performance summaries of
attainment in spring 2010
101
Percent of ELLs Who Progressed At Least One
TELPAS Proficiency Level from Spring 2009 to Spring 2010
(Composite Ratings)
Grade
Group
%
%
%
%
Progressed Progressed Progressed Progressed At
No. of Students
One
Two
Three
Least One
Proficiency Proficiency Proficiency Proficiency
Level
Levels
Levels
Level
K–2
194,814
43
15
3
60
3–12
355,342
61
5
<1
66
102
Percent of ELLs at Each TELPAS Proficiency Level,
Spring 2010
(Composite Ratings)
Grade
Group
No. of
Students
%
B
%
I
%
A
%
H
K–2
314,748
36
26
21
18
3–12
404,303
6
15
30
49
B= Beginning
I = Intermediate
A= Advanced
H= Advanced High
103
K-2 ELLs by Grade: Percent at Each TELPAS
Proficiency Level, Spring 2010
Grade
K–2 Combined
Kindergarten
Grade 1
Grade 2
Number of
Students
314,748
103,685
108,694
102,369
TELPAS Composite
Proficiency Ratings
%
B
%
I
%
A
%
H
36
62
34
11
26
19
29
28
21
12
21
29
18
7
15
32
104
3-12 ELLs: Percent at Each TELPAS Proficiency Level
by Years in U.S. Schools, Spring 2010
School Years of
Enrollment in U.S.
Years Combined
Sec. Sem. Immigrant
First Sem. Immigrant
Two Years
Three Years
Four Years
Five or More Years
No Info Provided
Number of
Students
404,303
4,364
15,372
22,070
97,393
83,101
180,549
1,454
TELPAS Composite
Proficiency Ratings
%
B
%
I
%
A
%
H
6
44
32
16
7
5
3
7
15
22
29
26
17
17
11
17
30
17
20
27
29
30
31
33
49
17
19
31
48
48
55
44
105
Using New Data Portal to Access
State Assessment Results

The new student assessment data portal, which is being
phased in this school year, provides administrators and
authorized teachers with
(1) access to test results grouped different ways
(2) access to test results for individual students

As students begin receiving Confidential Student
Reports (CSRs) this spring, individual student results
will begin to become available through the data portal

Data for all state assessments will be included. For
TELPAS, data such as reading test scale scores,
proficiency level ratings, and composite results will be
available
106
Provisions for ELLs Receiving Special
Education Services
107
State Assessments

TAKS

TAKS (Accommodated)

TAKS–M

TAKS–Alt

LAT

TELPAS
Spanish
versions
included in
grades 3–5
108
Role of LPAC and ARD Committees


Work in conjunction to make assessment and
accommodation decisions
Pool expertise related to special education
and second language acquisition to:
 evaluate student needs
 implement testing requirements
Supporting documentation must be kept in student’s permanent record
file (for LPAC) and student’s IEP (for ARD committee).
109
Provisions for ELLs Receiving Special
Education Services

Use this manual in conjunction with the following
TEA ARD committee manual:
ARD Committee Decision-Making Process for the
Texas Assessment Program: Revised Reference
Manual for the 2010–2011 Testing Year
110
TAKS Special Education Assessments

Determine appropriate assessment type using
decision-making criteria in ARD manual. These criteria
are disability-related, not related to second language
acquisition:

TAKS

TAKS (Accommodated)

TAKS–M

TAKS–Alt
111
Additional ELL Provisions
Once assessment type is identified, consider the
following ELL provisions, as applicable, in
accordance with LPAC manual decision-making
criteria:



Spanish-version testing in grades 3–5
LEP exemptions in grades 3–10 and LAT provisions in
designated grades and subjects
Exit level LEP postponements
112
If Additional ELL Provisions
Do Not Apply
When the additional ELL provisions do not
apply, the assessment requirements are the
same as for other students receiving special
education services.
113
LPAC Manual Section Titled
Choosing the Appropriate Assessment
Read this 2-page section carefully to be
clear on how to fulfill special education
and ELL assessment requirements for ELLs
receiving special education services.
114
LEP Exemption Criteria
Exemption criteria that reference TEKS or
TAKS should be interpreted in accordance
with student’s IEP and whether student meets
TAKS, TAKS (Accommodated), or TAKS–M
participation criteria
115
LAT Administrations for ELLs Served by
Special Education


ELLs served by special education who meet TAKS or
TAKS (Accommodated) participation requirements in
ARD manual and qualify for LAT take LAT
administrations of TAKS
Those who meet TAKS–M participation requirements
in ARD manual and qualify for LAT take LAT
administrations of TAKS–M
LAT grades and subjects are –
• Grades 3–8 and 10
reading/ELA and math
• Grades 5, 8, and 10 science
116
TELPAS Participation Decisions



In rare cases, the ARD committee in conjunction with
the LPAC may determine that it is not appropriate for
an ELL receiving special education services to
participate in a TELPAS assessment for reasons
associated with the student’s particular disability.
Decisions must be made on a domain-by-domain
basis.
The decision is indicated as “ARD Decision” in student’s
TELPAS record.
117
Frequently Asked Questions
118
FAQs
The frequently asked questions on pages 78-84
of the manual provide a quick way to find
answers.
119
Deletion of Old FAQ #11
Question
Since Spanish versions of the grade 6 mathematics and
reading tests are no longer available, will sixth-grade ELLs
in Spanish bilingual programs now be required to take
TAKS in English?
120
Old FAQ #11
Answer
If the ELL is a recent immigrant, the student may be
eligible for a LEP exemption under category 2 since a
Spanish-version assessment no longer exists. As in the
past, students not eligible for LEP exemptions, students
who have already taken the Spanish-version assessment
for three years, and students whose number of years of
LEP exemptions and Spanish-version testing already
totals three are required to take TAKS in English.
121
Appendices
122
Appendices
Appendix A – Texas Administrative Code
Appendix B – Blank Sample Forms
Appendix C – Texas Student Assessment Program Chart
Appendix D – Instructions Regarding Years in U.S. Schools
Data Collection
Appendix E – How TELPAS Composite Ratings and
Composite Scores Are Generated
Appendix F – Provisions for Qualifying Unschooled ELL
Asylees and Refugees
123
Appendix F - Overview
Provisions for Qualifying ELL Unschooled
Asylees and Refugees


House Bill 3 made special assessment allowances for ELLs
who are unschooled asylees and refugees
To conform with legislative changes, Section 101.1010,
Provisions for Unschooled Limited English Proficient Asylees
and Refugees was added to 19 TAC, Chapter 101,
Subchapter AA in the 2009-2010 school year. The new rules
may be accessed at
http://www.tea.state.tx.us/index4.aspx?id=2296
124
Appendix F - Overview


The assessment allowances are referred to as special
provisions
The special provisions apply to eligible asylees and
refugees who
 are
beyond the LEP exemption/exit level LEP
postponement periods granted to them as immigrant ELLs
 are not yet in their 6th year of enrollment in U.S. schools
Last year very few students in the state were
determined to be eligible for the special provisions
125
Special Provisions Do Not Affect
LEP Exemption/Postponement Periods
Important:
 The special provisions do NOT affect LEP exemptions
or LEP postponement decision-making

During the LEP exemption/postponement period, the
LPAC makes assessment decisions for an ELL asylee or
refugee in accordance with the normal decision-making
policies outlined in the manual
126
3 Special Provisions
The special provisions address



linguistic accommodations
use of scores in state accountability
system
SSI grade advancement
127
1. Linguistic Accommodations


ELL asylees and refugees eligible for the special provisions
are required to take state assessments but may be
provided allowable linguistic accommodations
In LAT grades and subjects, these students participate in
LAT administrations
LAT Grades and Subjects
 3-8 and 10 mathematics
 3-8 and 10 reading/ELA
 5, 8, and 10 science
128
1. Linguistic Accommodations

In non-LAT grades and subjects, eligible ELL asylees
and refugees take the assessments, and districts use an
Accommodations Request Form to submit linguistic
accommodation requests to TEA on an individual student
basis
Non-LAT Grades and Subjects




4 and 7 writing
8 and 10 social studies
9 reading and mathematics
Exit level – all subjects
129
Requesting Linguistic Accommodations
for Non-LAT Grades and subjects

Accommodation request should
 specify
that the student qualifies for special provisions as
an unschooled asylee/refugee
 include information explaining why the accommodation is
needed


Districts should follow accommodation request process
outlined in the 2010-2011 Accommodations Manual
LPAC should document approved accommodations in
student’s permanent record file
130
2. Use of Scores in State Accountability System


Scores are excluded from data used in state
accountability rating system
Score exclusion applies across all subject areas
(cannot include scores in some subjects and exclude in
others)
131
More on Repor ting and
Accountability


Scores are included in district and campus
summary reports (because students are required to
test and are not LEP-exempt or postponed under
state regulations)
Scores for grades 3–8 and 10 mathematics and
reading tests are included in federal AYP
accountability measures per federal requirements
132
3. SSI Grade Advancement

Students in grades 5 and 8 who are eligible for the
special provisions are not subject to SSI grade
advancement requirements
133
Eligibility Criteria
LPAC is responsible for determining whether a student
qualifies for the special provisions
All criteria must be met
Criteria:
 Student must be identified as LEP as defined by state law
and must participate in a state-approved bilingual or ESL
program
134
Eligibility Criteria

Student’s permanent record file must have
documentation of asylee/refugee status. The student
must

be an asylee as defined by 45 Code of Federal Regulations,
Section 400.41 or a refugee as defined by 8 United States Code,
Section 1101, and

have a Form I–94 Arrival/Departure record, or a successor
document, issued by the United States Citizenship and Immigration
Services that is stamped with “Asylee,” “Refugee,” or “Asylum.”
135
Eligibility Criteria

Student must be beyond the grades 3-10 LEP
exemption or exit level LEP postponement period but
not yet in the 6th school year of enrollment in U.S.
schools
136
Eligibility Criteria

Student’s permanent record file must document that:
1. the student had little or no formal schooling outside the U.S.
and lacked basic primary language literacy upon enrollment
in school in the U.S. In cases where the first school year in the
U.S. was kindergarten or grade 1, the permanent record file
must contain documentation that the student, in addition to
lacking proficiency in the English language, lacked
rudimentary school readiness skills upon enrollment;
2. the student is being provided linguistic accommodations and
other ongoing interventions by the district to meet the
student’s unique affective, linguistic, and cognitive needs; and
3. as of the semester of the test administration, the student
continues to lack the necessary foundation in the TEKS as a
result of the student’s inadequate schooling outside the U.S.
137
IMPORTANT:
Answer Document Coding


Code LEP-exempt or postponed asylees/refugees as
you would any LEP-exempt or LEP-postponed ELL
Answer document coding does differ for
asylees/refugees who qualify for the special provisions
• Appropriate coding ensures the exclusion of
the student’s scores from state accountability
rating system (exclusion is not subjectspecific)
• Coding instructions are in Appendix G of the
2011 District and Campus Coordinator Manual
138
Contact Information


E-mail address: [email protected]
TEA Student Assessment Division phone number:
(512) 463-9536
This manual and PowerPoint are posted in the
“ELL Assessment Information” section of the
TEA Student Assessment Division website:
www.tea.state.tx.us/student.assessment/ell
139