Transcript Slide 1
Training on the 2008-2009 LPAC Decision-Making Process for the Texas Assessment Program
1
TEA trains ESCs ESCs train districts LPACs use manual to make spring 2009 testing decisions
2
Procedural Manual for 2008-2009
3
What’s New This Year?
• Updated information on assessments for students served by special education • Information about new English language proficiency standards • Information related to transition from RPTE to new TELPAS reading tests • Updated state assessment results 44
Updated Information on Assessments for Students Served by Special Education
• Page 2: Updated program descriptions • Changes detailed on page iii of 2009
District and Campus Coordinator Manual
• Page 37: TAKS-M accommodation changes affecting LAT (more on this in later slides) 55
References to English Language Proficiency Standards (ELPS)
◦
Page 5: References to ELPS requirements and ELPS-TELPAS alignment
◦
Page 41: ELPS related to linguistically accommodated instruction
66
Information Related to Transition from RPTE to New TELPAS Reading Tests
• Page 14: Indicates change in use of past RPTE results in exemption criteria • Page 71: Summarizes effect of transition on 2007-08 AMAO requirements and plans for current school year 77
Spring 2008 Statewide TELPAS Results
• Page 72: Results by years in U.S. schools for grades 3-12 • Page 73: K-2 results by grade 88
A Close Look at the LPAC Manual
9
Statutory Authority
TEC, Section 39.027(e) TEC, Section 39.023(m)
Page i
Purposes of LPAC Manual
•
To help ensure that LPACs make consistent, informed assessment decisions
•
To increase awareness of second language learners’ educational needs
Page i
5 Major Topics of the LPAC Manual
1. Determining student needs 2. Providing instructional interventions 3. Monitoring student progress 4. Making assessment decisions 5. Maintaining necessary documentation Page i
• • • • • • • • • •
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 LEP Students Served by Special Education FAQs Appendices
Overview
Pages 1-8 14
Components of the Texas Assessment Program
• TAKS • TAKS (Accommodated) • TAKS–M • TAKS–Alt • LAT • TELPAS Pages 2 & 3
Background
• The Texas ELL population is growing.
• Curriculum, assessment, and accountability requirements have become more rigorous.
• It is important to help this growing population meet new, higher standards.
Adequate Yearly Progress (AYP)
• ELLs in grades 3–8 and 10 must be included
in state reading and math assessments. Most ELLs take TAKS in English or Spanish.
• ELLs designated as LEP-exempt by Texas
policy are included in math and reading AYP calculations through TELPAS reading * and LAT.
* LEP-exempt first-year immigrants only
Pages 4 & 5
AYP Inclusion
Subject Math Test LAT School Yr. in U.S.
1 st 2 nd and 3 rd
AYP Participati on
AYP Performance
*
Reading and ELA TELPAS Reading LAT
1st 2 nd and 3 rd * * = not evaluated for AYP Science: No science results are used in AYP (hence, no LAT science results are used in AYP).
18
Annual Measurable Achievement Objectives (AMAOs)
• AMAOs are specific to ELLs. • AMAOs hold districts accountable for
improving the English language proficiency and academic achievement of ELLs.
• Two AMAO indicators evaluate English
language proficiency. The third AMAO indicator evaluates academic achievement.
• Details about AMAO indicators are on
page 71.
Page 4
TELPAS Reading, Grades 2–12
• Revised TELPAS reading tests for
grades 2–12 were implemented in spring 2008.
• Will be administered as an online
testing program starting in spring 2009
TELPAS Reading, Grades 2–12
• In rare instances accommodation not available in an online administration.
• In such instances, an Form must be submitted to request a paper administration.
• At least 2 weeks paper materials.
a student may need an Accommodation Request are needed for TEA to process the request; about 1 additional week is needed for ordering and shipping approved See page 210 of the 2009 District and Campus Coordinator Manual for process to follow to request paper tests if rare circumstances aren’t related to testing accommodations.
Meeting the Needs of ELLs
• Learning challenging academic content along with a second language is not easy.
• Many LEP students are not able to succeed academically without
prompt
and
carefully targeted
instructional support.
ELLs Have 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.
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
3 Educational Goals
The following goals are reinforced by the assessment requirements.
Goal 1
When the needs of ELLs are addressed promptly and effectively— LEP students enrolled in U.S. schools since 1 st grade will be able to meet the TEKS requirements as measured by TAKS in English or Spanish by grade 3.
Goal 2
When the needs of ELLs are addressed promptly and effectively— most immigrant LEP students in Spanish bilingual programs will be able to meet the TEKS requirements as measured by Spanish TAKS in their 1 st year in the U.S
.
Goal 3
When the needs of ELLs are addressed promptly and effectively— most immigrant LEP students entering U.S. schools with little or no English or with limited prior schooling will be able to meet the TEKS requirements as measured on TAKS by their 3 rd year in the U.S.
Role of the LPAC
• In order for the LPAC to implement the testing requirements, committee members must – adhere to the provisions in this manual, – monitor student progress and determine appropriate instructional interventions, – make assessment decisions on an individual student basis, – function as a committee to make assessment decisions, – document assessment decisions, instructional interventions for exempted students, and the reason for each exemption in the student’s permanent record file.
TAKS in English or Spanish?
Pages 10-12 30
Giving TAKS in in English Spanish
or
LPACs are responsible for deciding whether non-exempt Spanish speakers in grades 3–6 will take TAKS in English or Spanish, in accordance with the following rules.
Rules
• Spanish TAKS may be taken for 3 years.
• Years of LEP exemption plus Spanish TAKS may not exceed 3.
Counting Years
Years of taking Spanish TAKS are counted in terms of years of TAKS administrations. That is, grades 1 and 2 don’t count because TAKS is not administered in these grades.
Language Appropriateness
Decisions about whether to give TAKS in English or Spanish are guided by—
•
the language of the student’s instruction, and
• the language in which the student
is best able to demonstrate academic skills.
Subject Area Decisions
The decision to administer TAKS in Spanish or English may vary by subject area.
Students in Spanish Bilingual Programs
Spanish TAKS is generally appropriate for students receiving most of their academic instruction in Spanish.
Students in ESL Programs
Spanish TAKS may sometimes be appropriate for a student in an ESL program.
LEP Exemptions
(pages 13-32) &
LAT Administrations
(pages 33-39)
38
Commissioner’s Rules
LEP exemption criteria are based on the commissioner’s rules in the Texas Administrative Code (TAC), Section 101.1007.
(see TAC link in Appendix A)
LPAC Manual Terminology
General exemption criteria Specific exemption criteria Category 1 Category 2
Term:
General Exemption Criteria
5 “record-keeping” criteria a student must meet before LPAC can consider specific exemption criteria
Term:
Specific Exemption Criteria
Criteria relating to whether a LEP student has academic or linguistic difficulties stemming from schooling outside U.S.
Terms:
Category 1
and
Category 2
Category 1: Immigrant LEP students in Spanish bilingual programs in grades 3–6 Category 2: Other immigrant LEP students in grades 3–10
The 5 General Exemption Criteria:
1. LEP Status 2. Program Participation 3. TAKS Immigrant Status 4. Years in U.S. Schools 5. Grades 2-12 TELPAS Reading Rating
Page 14
Use of Previous Reading Proficiency Ratings in Exemption Decisions (5 th criterion)
• Grades 2–12 TELPAS reading rating, not RPTE ratings , are to be used for this exemption criterion • Because of differences between the two tests, RPTE ratings not to be used anymore See footnote 7 page 14
Question:
What impact will this change have on students who in previous years had RPTE ratings that preclude LEP exemptions?
RPTE Ratings That Preclude LEP Exemptions
• First-year (Y1) immigrants with AH RPTE ratings • Second-year (Y2) immigrants with A or AH RPTE ratings
• Y1 in US: • Y2 in US: immigrants • Y3 in US:
Answer:
This change will have little impact.
No impact on 08-09 Y1 immigrants (These students will not have taken RPTE.) Could potentially affect small number of immigrants who left US for one or more school years after Y1 and are back in 08-09 as Y2 Could potentially affect small number of 08-09 Y3 immigrants
Potential Impact on Small Number of 08-09 Y2 Immigrants Who Left US after Y1
RPTE
Example:
• Spring 07, Y1 in US, LEP-exempt, scored AH on • Spent 07-08 school year outside US • 08-09 in US, Y2 in US
The change: 07 RPTE score of AH does not automatically preclude Y2 exemption in 08-09. All other exemption criteria must still be considered, though, to determine exemption eligibility.
48
Potential Impact on Small Number of 08-09 Y3 Immigrants Example 1: Immigrants Who Left US after Y2 with RPTE Score of A or AH
• Spring 07, Y2 in US, LEP-exempt, scored at least A on RPTE • 07-08 in Mexico • 08-09 in US, Y3 in US
The change: Previous RPTE score of at least A does not automatically preclude Y3 exemption in 08-09. All other exemption criteria must still be considered, though, to determine exemption eligibility.
49
Example 2: Student not exempt in Y2 based on advanced high RPTE score in Y1 could potentially be eligible for Y3 exemption (but not likely)
• Spring 07, Y1 in US, LEP-exempt, scored AH on RPTE • Spring 08, Y2 in US, student took TAKS, scored I on TELPAS reading test • 08-09 in US, Y3 in US
The change: Previous RPTE score of AH in Y1 does not automatically preclude Y3 exemption in 08-09. All other exemption criteria must still be considered, though, to determine exemption eligibility.
50
Specific Exemption Criteria
Specific exemption criteria differ according to a student’s—
• category • number of school years in the U.S.
Categories 1 and 2
The specific exemption criteria for these students are in different sections of the manual.
• Category 1: pages 17-24 • Category 2: pages 25-32
Specific Exemption Criteria
LPACs must always examine the immigrant’s—
• school experiences outside U.S.
and
• progress by time of spring testing
Exemption Flow Charts reinforce that students may not be exempted unless —
• they meet all 5 general criteria;
U.S. schools;
outside U.S.
AND
testing despite interventions;
AND
• they entered U.S. with insufficient schooling,
as defined by their category and years in
• their progress is unsatisfactory as of spring
AND
• LPAC attributes lack of progress to schooling
Specifics on Category 1 and Category 2
• The specific exemption criteria differ depending on the student’s category and years in U.S. schools. • The key differences are presented on the next 5 slides.
Category 1— 1st School Year in U.S.
Insufficient schooling outside U.S. = student was not provided the foundation of learning outside the U.S. that Texas requires at the student’s enrolled grade
Category 1— 2nd/3rd School Year in U.S.
Exemptions are rare.
For these students, insufficient schooling outside the U.S. =
an extensive absence of schooling outside the U.S. in addition to limited academic preparedness
Note: Page 20 defines extensive absences of schooling outside U.S.
Category 1: Determining Progress by Spring
For students determined to have had insufficient schooling outside the U.S., progress by spring = progressing satisfactorily in the TEKS required at the student’s enrolled grade (in either English or Spanish)
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.
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.
LPAC Decision-Making Process
A step-by-step process for examining the specific exemption criteria and making appropriate assessment decisions.
For category 1, see pages 22 & 23.
For category 2, see pages 30 & 31.
LPAC 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
Exemptions and Targeted Instructional Support
The LPAC decision process establishes a link between the need for exemption and the need for increased instructional support and monitoring.
Remember
• Students must meet all 5 general exemption criteria eligible for exemption.
to be • Students must also exemption criteria exemption.
meet the specific to be eligible for
Summaries of Exemption Criteria
A 1-page list of
all
exemption criteria for students in each category is provided.
For category 1, see page 24.
For category 2, see page 32.
What about the following special circumstances not covered in the manual?
Special Circumstances
• Would an exemption ever be permitted for— – 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
Points to Remember in Handling Special Circumstances
• Such special circumstances
should be rare
, and any error from a previous year must be explained thoroughly in the documentation.
• All the 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
Points to Remember in Handling Special Circumstances
• The LPAC must be confident that the decision to exempt a student who tested previously is not based more on school accountability concerns than on concerns for appropriate measurement of student learning.
Continue
Points to Remember in Handling Special Circumstances
• It must be clear that a decision to exempt was made on an individual student basis (“blanket” decisions are prohibited). • If a Spanish-speaking student took Spanish TAKS last year, is in an ESL program this year, and is in a grade in which Spanish TAKS is an option, the LPAC must document why Spanish TAKS is not more appropriate than exemption.
Linguistically Accommodated Testing (LAT)
71
LAT Scheduling for 2009
Date
Mon, Apr 6 Mon, Apr 27 Tues, Apr 28 Wed, Apr 29 Fri, May 1
LAT Test
Math Math Reading/ELA (Day 1) Reading/ELA (Day 2) Science
Grades
5 and 8 3, 4, 6, 7, 10 3–8 and 10 3–8 and 10 5, 8, 10 72
LAT Eligibility
• Eligibility criteria for math/science vs. reading/ELA differ somewhat.
• LAT math and science – Given to all LEP-exempt students whether it is their 1 st , 2 nd , or 3 rd school year in the U.S.
• LAT reading and ELA – Given to 2 nd and 3 rd year LEP-exempt immigrants – NOT given to 1 st year LEP-exempt immigrants
What about LAT and SSI?
• Students assessed with LAT math and reading are not subject to SSI test requirements.
• They do not retake SSI tests if they are not successful.
LAT Accommodations
75
Determining LAT Accommodations
• Multiple accommodations are often appropriate.
• Decisions must be based on the individual needs of the student and whether the accommodations are used routinely in instruction and testing.
• LAT administrations of TAKS vs. LAT administrations of TAKS–M differ somewhat. Page 37 and slides 82-84 outline the key TAKS–M differences.
LAT Accommodations
• LAT accommodations are now described in detail in 2008-2009
Accommodations Manual
• LPAC manual lists LAT accommodations in charts on pages 34-35 77
Allowable LAT Accommodations for 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 3–6 only) For LAT TAKS–M differences, see slide 84.
78
Allowable LAT Accommodations for 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 writing sections of grade 10 ELA. See page 35 of LPAC manual for details.
79
2-Day LAT Reading/ELA Administrations
Directions in administrator manual indicate where in test booklet to stop at the end of Day 1
LAT Reading Tests
For LAT reading, a student may use an English version or Spanish version TAKS test in grades 3–6, but not both.
How LAT for TAKS–M Differs from LAT for TAKS
• Two-day administration of reading/ELA: A two-day LAT administration of TAKS–M for reading/ELA is optional, not required. The ARD committee in conjunction with the LPAC should determine in advance whether to provide a two-day administration.
How LAT for TAKS–M Differs from LAT for TAKS
• Test booklets: Regular TAKS–M test booklets are used for LAT administrations. Exception: Grade 10 TAKS-M ELA booklet is marked “LAT” • Test administrator (TA) manuals: Rather than using the LAT TA manual, TAs will refer to the LAT information in the appendix of the appropriate TAKS–M TA manual. The appendix includes student scenarios and TAKS–M sample items that show how to provide the linguistic accommodations.
How LAT for TAKS–M Differs from LAT for TAKS
• LAT TAKS–M accommodations for math and
science:
– Linguistic simplification guides are not provided for LAT administrations of TAKS–M. TAs may, however, simplify the language on the test at the request of the student in accordance with the specified guidelines for students who receive this accommodation.
– Spanish versions of TAKS–M are not available. Hence, they are not available for LAT administrations of TAKS–M, nor is the accommodation of using English and Spanish tests side by side.
2008-2009 Changes in LAT Administrations of TAKS-M
• LAT administrations of TAKS-M now occur at the same time as TAKS and TAKS Accommodated • Therefore, the following LAT TAKS–M administrations will occur in late April rather than March –reading for grades 3, 5, and 8 –ELA for grade 10
2008-2009 Changes in LAT Administrations of TAKS-M
aloud questions and answer choices on standard test administration procedure.
• Reading aloud test questions is a LAT accommodation for reading. Therefore,
whether to provide this as a LAT accommodation.
2008-2009 Changes in LAT Administrations of TAKS-M
• Dictionary use: Dictionaries are no longer permitted on the revising and editing section of grade 10 TAKS–M ELA test. • Dictionaries are not an allowable LAT accommodation for the revising and editing section of ELA. Consequently, dictionaries
are no longer allowable for the revising and editing section of the LAT TAKS–M grade 10 ELA test.
Planning for LAT Administrations
88
Planning for LAT Administrations
Planning for LAT involves – • determining and documenting accommodations • determining the need for individual vs.
small group LAT administrations • identifying and training appropriate LAT test administrators • identifying test locations
See page 36 for details and pages 38 & 39 for LAT Administration Planning Rosters.
Exit Level LEP Postponement
Pages 40-43 90
Commissioner’s Rules
The LEP postponement rule is found in the commissioner’s rules in the Texas Administrative Code (TAC), Section 101.1005.
(see TAC link in Appendix A, page 90)
Exemption vs. Postponement
• LEP exemptions apply to grades 3–10 TAKS.
• The LEP postponement applies to exit level TAKS.
Exit Level LEP Postponement
May be granted for the initial exit level administration of a LEP student who first enrolled in U.S. schools no more than 12 months prior to the administration of the exit level tests from which the postponement is sought.
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 spring (see pages 41 & 42 and sample form on page 43)
Student Examples
Pages 44-47 95
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
See pages 44-47
Documentation Requirements for Exempted Students
Pages 48-64 97
Required Documentation
Required documentation includes— – 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 See page 49
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
TAKS Immigrant Status
• The TAKS definition of immigrant differs from the PEIMS definition.
• 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.
Years in U.S. Schools
For TAKS exemptions and TELPAS data collection, enrollment in a U.S. school for all or part of a school year counts as 1 year.
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.
Insufficient Schooling Outside U.S.
For
all
exempted students, evidence of an inadequate foundation of learning outside U.S. must come from— • assessments from state-approved list OR • informal assessments
Instructional Interventions
LPACs are required to describe the instructional interventions that are being implemented to target the individual educational needs of immigrant students for whom an exemption is necessary.
Definition
Instructional intervention =
assistance that is designed to accelerate the progress of a struggling learner and that requires carefully targeted, individualized instruction in class and, in many instances, beyond the classroom.
Instructional Interventions Form
See
page 54
of the manual for a sample form for documenting instructional interventions for students in grades 3–10.
Insufficient Progress by Spring
Evidence may come from— • ongoing informal assessments (inventories and checklists)
OR
• teacher reviews of class performance
Reasons for Exemption
The reasons—
• are provided in the manual • are to be referenced in documentation See list on page 59
Using Test Results to Monitor Progress
Pages 65-73 109
Using Test Results to Monitor Progress
Schools should use TELPAS results in conjunction with TAKS results for instructional planning.
Understanding TELPAS Reading for Grades 2–12
• Page 66 of the manual explains how the TELPAS reading tests differ from standardized reading achievement tests such as TAKS.
• Schools that understand the differences will be able to use results more effectively to impact teaching and learning.
Purposes of TELPAS
• To assess progress of LEP-exempted students • To indicate when LEP exemptions are no longer necessary • To monitor English language reading proficiency of Spanish TAKS examinees • To monitor English language reading proficiency of students who are no longer eligible for a LEP exemption and are struggling in English acquisition
Instructional Planning
Under Title III of NCLB, schools are required to use English language proficiency assessment results in developing individualized instructional acceleration plans for LEP students not making adequate progress in English language development.
Understanding the TELPAS Proficiency Levels
To understand TELPAS results, we must understand what the TELPAS proficiency levels mean.
Page 69
TELPAS Proficiency Levels in a Nutshell
• Beginning: Little or no ability to function in English in social and academic settings • Intermediate: Limited ability to function in English in social and academic settings; can understand and use simple language structures and high-frequency English in routine contexts • Advanced: Can handle grade-appropriate English, although ongoing linguistic support is needed • Advanced high: Can handle grade-appropriate English with minimal linguistic support; limited English does not stand in the way of academic achievement
What TELPAS Results Tell Us
• • TELPAS ratings of indicate a significantly limited ability to use English as a medium for learning academic material.
beginning
and
intermediate
ELLs in U.S. schools 3 years or more who are still at these levels need carefully planned,
highly intensive
instructional interventions to accelerate English acquisition.
What TELPAS Results Tell Us
• ELLs in U.S. schools 3 years or more who are at the
beginning
or
intermediate
level are NOT likely to understand the English used on standardized achievement tests. Their results on such tests must be interpreted with caution.
• • •
About ELLs in Texas, Spring 2008
In spring 2008, approximately TELPAS.
677,000 ELLs were assessed in all domains with In grades 3–12, over 20,000 immigrants were reported. 1 st year In grades 3–12, about 40% of 1 st immigrants received a TELPAS composite rating of beginning.
year
• •
About ELLs in Texas, Spring 2008
In grades 3–12, over reported as enrolled for 5 or more years.
161,000 ELLs were About 71,000 ELLs in grades 3-12 who had been enrolled for 3, 4, or 5 or more years were still at the
beginning
or
intermediate
levels of English language proficiency (composite ratings).
TELPAS and AMAOs
TELPAS is used in the AMAO accountability system for ELLs. Under NCLB, states must show annual increases in the
progress
ELLs make in learning English and in
attaining
English language proficiency.
Our
progress
goal is to evaluate the percent of ELLs making at least one proficiency level of progress a year.
Our
attainment
goal is to evaluate the percent of ELLs reaching the
advanced high
proficiency level.
AMAOs are Annual Measurable Achievement Objectives.
TELPAS Results in the LPAC Manual
Statewide results in the manual include: • attainment in spring 2008, Gr. 3-12 • attainment in spring 2008, Gr. K-2 • The results are in terms of composite proficiency ratings (not individual domain ratings).
Pages 72 & 73
Language Domain Weights in TELPAS Composite Ratings This chart shows the weight of each language domain in the overall composite ratings.
Listening Speaking 5% 5% Reading 75% Writing 15% These domain weights have been used since 2005-2006 but may change in the future .
Page 106 122
AMAO Performance Targets AMAO Indicator AMAO 1: K–2 Progress AMAO 1: 3–12 Progress AMAO 2: K–2 Attainment AMAO 2: 3–12 Attainment, M1 AMAO 2: 3–12 Attainment, M2 AMAO 3: LEP AYP Math AMAO 3: LEP AYP Reading/ELA Target 2005 2006 Target 2006 2007 Target 2007 2008 Target 2008 2009 15% 42% 2% 25.5% 42% 42% 53% 17% 44% 2.5% 26% 44% 50% 60% 2.5% 25% 40% 50% 60% TBD TBD TBD TBD TBD 58% 67%
AMAO 1 and 2 targets (standards) for 2008-2009 TBD as of December 2008.
123
% of ELLs at Each TELPAS Proficiency Level, Spring 2008
(Composite Ratings) Grade Group No. of Students K–2 303,012 3–12 373,622 % B 39 8 % I 26 17 % A 20 30 % H 16 45 B = Beginning I = Intermediate A = Advanced H = Advanced High
124
K-2 ELLs by Grade: Percent at Each TELPAS Proficiency Level in Spring 2008
(Composite Ratings) Grade K–2 Combined
Kindergarten Grade 1 Grade 2
Number of Students 303,012
100,518 105,049 97,445
TELPAS Composite Proficiency Ratings % B 39
64 37 14
% I 26
19 29 30
% A 20
11 20 30
% H 16
6 14 27 125
3-12 ELLs: Percent at Each TELPAS Proficiency Level in Spring 2008 by Years in U.S. Schools
(Composite Ratings) 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 373,622
3,971 16,732 22,781 91,556 75,108 161,231 2,243
8
54 37 19 8 6 4 10
% B TELPAS Composite Proficiency Ratings % I % A % H 17
20 26 27 19 17 14 19
30
14 19 26 30 30 31 28
45
12 19 29 43 47 51 43 126
LEP Students Served by Special Education
Pages 74-78 127
Provisions for LEP Students Served by Special Education LPAC and ARD committees must work in conjunction when making and documenting assessment and accommodation decisions.
128
Provisions for LEP Students Served by Special Education
• The provisions in this section of the manual should be used in conjunction with the ARD committee manual that was issued by TEA earlier in the school year. Title of manual: ARD Committee Decision-Making
Process for the Texas Assessment
Program (Grades 3–11): Reference Manual Updated for the 2008–2009 Testing Year.
129
Provisions for LEP Students Served by Special Education Academic Achievement See
– • Information about LEP exemptions from TAKS, TAKS (Accommodated), and TAKS-M (page 75) • LAT information (pages 75 & 76)
Provisions for LEP Students Served by Special Education
• The exemption criteria, found on education.
pages 13-32
of the manual, apply to all recent immigrant LEP students, including those served by special • However, for LEP students served by special education, criteria that reference the TEKS or TAKS should be interpreted in accordance with the student’s IEP and whether the student would be taking TAKS, TAKS (Accommodated), or TAKS–M.
131
Provisions for LEP Students Served by Special Education
• To meet federal requirements, students served by special education who qualify for a LEP exemption should participate in LAT administrations of TAKS or TAKS–M in the following grades and subjects -Grades 3-8 and 10 reading/ELA math , and and -Grades 5, 8, and 10 science
Remember, students who need LAT versions of TAKS Accommodated use the regular LAT test booklet.
132
Provisions for LEP Students Served by Special Education Assessing English Language Proficiency
See – • participation guidelines for TELPAS reading, grades 2–12 (page 77) • participation guidelines for TELPAS holistically rated assessments (page 78)
Exemptions from TELPAS on the Basis of a Disability code of X) from TELPAS on a domain-by-domain
• This exemption is now termed “ARD Decision” in test
administration materials.
make these decisions.
in the student’s permanent record file, and the ARD
Frequently Asked Questions (FAQs)
Pages 79-88 135
FAQs
The frequently asked questions on pages 79-87 of the manual provide a quick way to find answers.
Contact Information
• E-mail address:
• Student Assessment Division phone number: 512-463-9536 • The LPAC manual and this PowerPoint are posted in the “ELL Assessment Information” section of the Student Assessment Division website.