Training on the 2008-2009 LPAC Decision-Making Process for the Texas Assessment Program The 2008-2009 LPAC manual is made available to districts as a.

Training on the 2008-2009 LPAC Decision-Making Process for the Texas Assessment Program
The LPAC manual is made available to districts as a web document at It will not be shipped to school districts. These slides are designed for trainers and anyone who wishes to review main points from the TEA publication titled LPAC Decision-Making Process for the Texas Assessment Program: Procedural Manual for the School Year. The slides are an optional training tool. Trainers should feel free to add or delete slides as necessary to meet the needs of participants in their training sessions. Student assessment specialists and bilingual/ESL specialists should work together to ensure that appropriate personnel receive training.

LPACs use manual to make spring 2009 testing decisions
TEA trains ESCs ESCs train districts LPACs use manual to make spring 2009 testing decisions LPACs are required to make and document spring 2009 test decisions according to the provisions of the manual. 2

LPAC Decision-Making Process for the Texas Assessment Program
The LPAC manual covers the requirements of the Texas Assessment Program (TAKS, TELPAS, TAKS-M, etc.). It does not encompass information about testing for program entry and exit or other LPAC responsibilities. Procedural Manual for 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 The first page of the manual highlights the new information. 4

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) 5

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 6 6 6

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 AMAO requirements and plans for current school year 7

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 8 8

A Close Look at the LPAC Manual

Statutory Authority TEC, Section 39.027(e) TEC, Section 39.023(m)
The following citations are in the Foreword on the second page of the manual. Section (e) of the Texas Education Code (TEC) requires the Texas Education Agency (TEA) to develop an assessment system that evaluates the academic progress, including reading proficiency in English, of limited English proficient students. Section (m) of the Texas Education Code requires TEA to develop procedures for LPACs to follow to ensure that exempted LEP students are administered TAKS at the earliest practical date. Note: This manual delineates the procedures that LPACs are to follow in accordance with state law. Page i 10

Purposes of LPAC Manual
To help ensure that LPACs make consistent, informed assessment decisions To increase awareness of second language learners’ educational needs The procedures in this manual will help LPACs comply with the testing requirements for LEP students and better understand issues affecting their educational progress. It is hoped that this manual will promote discussion, planning, and sharing of ideas — both at the local and statewide levels — concerning ways to better meet the needs of second language learners. Page i 11

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 Note # 2 in particular. This LPAC manual emphasizes the need to provide instructional interventions for students for whom an exemption or LEP postponement may be necessary. Page i 12

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 The training slides are organized according to these sections. A full day of training is recommended for LPAC members who are unfamiliar with the manual. 13

Overview Pages 1-8 This section of the manual contains background information on the Texas Assessment Program, state and federal accountability, the needs of second language learners, and the role of the LPAC.

Components of the Texas Assessment Program
TAKS TAKS (Accommodated) TAKS–M TAKS–Alt LAT TELPAS Pages 2 & 3 15

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. As of the school year, more than 775,645 students in Texas public schools were identified as limited English proficient. Some parts of the state have more LEP students than others, and some districts have significant numbers of immigrant students. 16

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 17

AYP Inclusion  * School Yr. in U.S. AYP Participation Performance
Subject Test School Yr. in U.S. AYP Participation Performance Math LAT 1st  * 2nd and 3rd Reading and ELA TELPAS Reading Science: No science results are used in AYP (hence, no LAT science results are used in AYP). * = not evaluated for 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 19

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 20

TELPAS Reading, Grades 2–12
In rare instances a student may need an accommodation not available in an online administration. In such instances, an Accommodation Request Form must be submitted to request a paper administration. At least 2 weeks are needed for TEA to process the request; about 1 additional week is needed for ordering and shipping approved paper materials. 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. 21

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. Refer to page 6 of the manual for more information about the educational needs of second language learners. 22

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. The LPAC manual is designed to help schools better identify and respond to the widely varying needs of second language learners. The section titled “Using State Assessment Results to Monitor Progress” on pages includes information and TELPAS data on the current performance and annual progress of LEP students in Texas. Districts are encouraged to conduct similar analyses to identify and monitor the progress and needs of their LEP students. 23

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 Trainers may wish to discuss the fact that while some schools have well-established programs that allow ELLs to reach their full potential, other schools are not equipped to address their special needs. 24

The following goals are reinforced by the assessment requirements.
3 Educational Goals The following goals are reinforced by the assessment requirements. Point out that the assessment requirements go hand in hand with goals for helping ELLs master the TEKS curriculum. 25

Goal 1 When the needs of ELLs are addressed promptly and effectively—
LEP students enrolled in U.S. schools since 1st grade will be able to meet the TEKS requirements as measured by TAKS in English or Spanish by grade 3. This goal emphasizes the need for schools to have systems in place to help these students be successful in the TEKS curriculum as measured by TAKS in English or Spanish by third grade. This goal applies to all LEP students — whether they came to this country as immigrants or have lived in the U.S. since birth. 26

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 1st year in the U.S. While some Spanish-speaking immigrants may have had seriously limited prior school experiences when they arrive in the U.S., many will have had adequate prior school experiences. Given proper instruction in U.S. schools, such students should be able to succeed in the TEKS requirements of their enrolled grade and demonstrate their skills on the Spanish versions of TAKS. 27

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 3rd year in the U.S. Summarize the 3 goals and the assessment requirements by pointing out: The assessment provisions acknowledge that even in the best instructional programs some immigrant students may need longer than one year in the U.S. before they can participate meaningfully in standardized assessments. The provisions also acknowledge that many immigrants enter U.S. schools with a foundation of learning that will allow them to participate meaningfully their first or second year in the U.S. Only in rare cases should students require an exemption for a third year. 28

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. 29

TAKS in English or Spanish?
Pages 10-12

Giving TAKS in English or in Spanish
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. 31

Rules Spanish TAKS may be taken for 3 years.
Years of LEP exemption plus Spanish TAKS may not exceed 3. These rules come from the commissioner’s rules, TAC, § (a). Links to the exact rule language may be found in Appendix A of the manual. The footnotes on page 11 address questions that may come up about absent or retained students. 32

That is: 1 exemption + 2 Spanish TAKS administrations = 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. Spanish TAKS may be taken for up to 3 years. Grade 3 counts as the first year for LEP students who have been enrolled in U.S. schools since first, second, or third grade. Grade 5 is the final year in which such students may be administered the Spanish-version test. Within the 3-year period, the LPAC determines whether the student should take the assessment in English or Spanish. An immigrant student is not eligible for exemption after his or her third school year in the U.S. (even if other exemption criteria apply). The number of LEP exemptions and Spanish administrations must not exceed three. Example: An immigrant LEP student enrolled since grade 3 might be exempt in grade 3 and take Spanish TAKS in grades 4 and 5. Such a student could not take Spanish TAKS in grade 6. That is: 1 exemption + 2 Spanish TAKS administrations = 3. . 33

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. Note: Page 11 of the manual explains the criteria for determining whether a student may take TAKS in Spanish rather than English, regardless of past performance on TELPAS reading (or RPTE). 34

Subject Area Decisions
The decision to administer TAKS in Spanish or English may vary by subject area. 35

Students in Spanish Bilingual Programs
Spanish TAKS is generally appropriate for students receiving most of their academic instruction in Spanish. 36

Students in ESL Programs
Spanish TAKS may sometimes be appropriate for a student in an ESL program. See page 12 for more information. 37

LEP Exemptions (pages 13-32) & LAT Administrations (pages 33-39)
This section explains the process for making exemption decisions. Requirements for documenting exemption decisions are addressed on pages of the manual.

(see TAC link in Appendix A)
Commissioner’s Rules LEP exemption criteria are based on the commissioner’s rules in the Texas Administrative Code (TAC), Section (see TAC link in Appendix A) LPAC members should have a general understanding of these rules before receiving training on this section. 39

LPAC Manual Terminology
General exemption criteria Specific exemption criteria Category 1 Category 2 These terms are defined on the next 3 slides. 40

Term: General Exemption Criteria
5 “record-keeping” criteria a student must meet before LPAC can consider specific exemption criteria The 5 criteria are listed on slide 44. 41

Term: Specific Exemption Criteria
Criteria relating to whether a LEP student has academic or linguistic difficulties stemming from schooling outside U.S. 42

Other immigrant LEP students
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 Category 2 includes students in ESL programs in grades 3–10 (both Spanish speakers and speakers of other languages) and students in non-Spanish bilingual programs. These students are grouped together because either there is no TAKS test in their primary language or they are Spanish speakers whose instruction in an ESL program would make assessment with TAKS in Spanish inappropriate. 43

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 Participants unfamiliar with the LPAC manual procedures should review page 14 of the manual carefully, including the footnotes at the bottom of the page. Page 14 44

Use of Previous Reading Proficiency Ratings in Exemption Decisions (5th 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 New! See footnote 7 page 14 45

RPTE Ratings That Preclude LEP Exemptions
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 46

This change will have little impact.
Answer: This change will have little impact. Y1 in US: No impact on Y1 immigrants (These students will not have taken RPTE.) Y2 in US: Could potentially affect small number of immigrants who left US for one or more school years after Y1 and are back in as Y2 immigrants Y3 in US: Could potentially affect small number of Y3 immigrants 47

Potential Impact on Small Number of 08-09 Y2 Immigrants Who Left US after Y1
Example: Spring 07, Y1 in US, LEP-exempt, scored AH on RPTE Spent 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 All other exemption criteria must still be considered, though, to determine exemption eligibility. This type of scenario is rare. Few immigrants acquire an advanced high level of reading proficiency in their first school year in the US. If they do and then move outside the US, they are often able to quickly refresh their English when they come back, which makes the need for exemption unlikely. They may also be Category 1 students not eligible for exemption because they will take Spanish TAKS.

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 All other exemption criteria must still be considered, though, to determine exemption eligibility.

Spring 07, Y1 in US, LEP-exempt, scored AH on RPTE
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 All other exemption criteria must still be considered, though, to determine exemption eligibility. Why is a Y3 exemption unlikely? Because in going from RPTE to revised TELPAS reading tests, proficiency level expectations were refined but not redefined. It’s unlikely that student rated advanced high one year on RPTE would regress to intermediate on TELPAS reading test after another year of instruction, even taking into account differences in tests

Specific Exemption Criteria
Specific exemption criteria differ according to a student’s— category number of school years in the U.S. Category 1 or 2? The specific exemption criteria differ because the availability of TAKS in Spanish makes fewer exemptions necessary for students in category 1. Year 1, 2, or 3? 51

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 52

Specific Exemption Criteria
LPACs must always examine the immigrant’s— school experiences outside U.S. and progress by time of spring testing Although the specific exemption criteria differ according to a student’s assessment category and time in the U.S., they always require LPACs to know — 1) whether the student entered the U.S. with inadequate schooling and, if so, 2) whether the student’s progress by the time of spring testing has been sufficient or not. The specific exemption criteria are delineated in the manual as follows: Students in Category 1 Page 18: Students in their first school year in U.S. Page 20: Students in their second or third school year in U.S. Students in Category 2 Page 26: Students in their first school year in U.S. Page 28: Students in their second or third school year in U.S. Trainers should determine the best way to familiarize participants with these criteria. The approach taken will vary depending on the time allotted for the training session, the knowledge base of the session’s participants, and whether the participants deal more with students from one category than the other. 53

they meet all 5 general criteria; AND
Exemption Flow Charts reinforce that students may not be exempted unless — they meet all 5 general criteria; AND they entered U.S. with insufficient 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. The flow charts are on the following pages in the manual. Trainers should determine the best way to review the flow charts with participants. Category 1 Page 19: Flow chart for students in their first school year in U.S. Page 21: Flow chart for students in their second or third school year in U.S. Category 2 Page 27: Flow chart for students in their first school year in U.S. Page 29: Flow chart for students in their second or third school year in U.S. 54

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. Specifics on Category 1 and Category 2 55

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 See pages 18 and 19 of the manual for more information. To determine the sufficiency of the category 1 student’s foundation of learning, these guiding questions might be asked: Is this immigrant student able to join the bilingual class at the grade level of enrollment and be instructed primarily on this grade level’s TEKS? Or, will this immigrant student require substantial instruction in TEKS skills from previous grades along with this grade level’s knowledge and skills? Note: Exemption is not automatically justified for an immigrant who entered U.S. schools with the need for instruction from a previous grade’s TEKS. Effective instructional programs are often able to help such students acquire the foundational skills from previous grades along with the current grade’s knowledge and skills. This is why it is important to provide appropriate instructional interventions and examine the progress the student has made by the spring of the year. 56

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. In the second or third school year in the U.S., a student in category 1 must meet specific criteria related to an extensive absence (lack) of schooling outside the U.S. before factors related to academic preparedness may be considered. In a student’s second school year in the U.S., the extensive absence of schooling outside the U.S. must equal at least 1 school year. In a student’s third school year in the U.S., the extensive absence of schooling outside the U.S. must equal at least 2 school years. Note: Exemption is not automatically justified for a 2nd- or 3rd-year immigrant who has been determined to meet the above criteria. The student must also show evidence of inadequate academic preparedness. In addition, through effective instruction such students are often able to acquire the necessary skills. This is why it is important to provide appropriate instructional interventions and examine the progress the student has made by the spring of the second or third school year in the U.S. 57

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) Determining the student’s progress by the time of spring testing is an exemption criterion only for a student who has met all other exemption criteria. 58

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. See pages of the manual. Inadequate knowledge of English is considered for students in category 2 because they generally receive their academic instruction in English and demonstrate their academic progress in English when they take TAKS. Note 1: Exemption is not automatically justified for an immigrant in category 2 who entered U.S. schools with insufficient schooling outside the U.S. When provided with effective instruction, students who enter the U.S. with some knowledge of English may be able to acquire the necessary skills by the time of spring testing. That is why it is important to provide appropriate instructional interventions and examine the progress the student has made by the spring of the year. Note 2: The definition of insufficient schooling outside the U.S. does not vary between the student’s first and third year in the U.S. What does vary for students in this category is how to determine sufficient progress by the spring of the year. See the next slide. 59

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. It is important for LPAC members to understand the distinction between academic language proficiency and academic skills mastery to make appropriate assessment decisions for students in category 2 who are in their second or third year in the U.S. Academic language proficiency in English is defined on page 31 of the manual. Once a student in the second or third school year in the U.S has acquired academic language proficiency, a meaningful assessment of his or her academic skills mastery can be obtained. Reminder: A student may not be exempted solely on the basis that the previous year’s TELPAS reading score was below advanced. Progress by the spring of each year must be reviewed by the LPAC. 60

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. The steps of the process reinforce and explain the specific exemption criteria and decision-making process, and establish the link between insufficient schooling outside the U.S. and the need for instructional interventions. 61

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 LPACs will follow these 4 steps for students in both categories 1 and 2. Certain particulars of the steps differ according to the category, however, and should be reviewed carefully. 62

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. 63

Remember Students must meet all 5 general exemption criteria to be eligible for exemption. Students must also meet the specific exemption criteria to be eligible for exemption. 64

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. These summaries are a handy reference of all the general and specific exemption criteria students in each category must meet. 65

What about the following special
? circumstances not covered in the manual? 66

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? You may use the next 3 slides to respond to questions concerning students who might qualify for an exemption this year but were for some reason administered TAKS last year. Emphasize the need for LPACs to ensure that exemption under such circumstances is absolutely warranted. Continue  67

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  68

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  69

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. 70

Linguistically Accommodated
Testing (LAT)

LAT Scheduling for 2009 Date LAT Test Grades Mon, Apr 6 Math 5 and 8
3, 4, 6, 7, 10 Tues, Apr 28 Reading/ELA (Day 1) 3–8 and 10 Wed, Apr 29 (Day 2) Fri, May 1 Science 5, 8, 10

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 1st, 2nd, or 3rd school year in the U.S. LAT reading and ELA Given to 2nd and 3rd year LEP-exempt immigrants NOT given to 1st year LEP-exempt immigrants 73

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. 74

LAT Accommodations

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 outline the key TAKS–M differences. 76

LAT Accommodations LAT accommodations are now described in detail in Accommodations Manual LPAC manual lists LAT accommodations in charts on pages 34-35 77

Allowable LAT Accommodations for Math and Science
Indirect Linguistic Support Direct Linguistic Support Clarification of Test Directions Breaks at Request of Student 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.

Allowable LAT Accommodations for Reading/ELA
Indirect Linguistic Support Direct Linguistic Support Clarification of Test Directions Breaks at Request of Student Testing Over 2 Days 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.

2-Day LAT Reading/ELA Administrations
Directions in administrator manual indicate where in test booklet to stop at the end of Day 1 80

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. 81

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. 82

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. 83

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. 84

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 85

Reading aloud test questions: Reading aloud questions and answer choices on TAKS–M reading tests is no longer a standard test administration procedure. Reading aloud test questions is a LAT accommodation for reading. Therefore, the LPAC and ARD committee will decide whether to provide this as a LAT accommodation. 86

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. 87

Planning for LAT Administrations

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. 89

Exit Level LEP Postponement
Pages 40-43

Commissioner’s Rules The LEP postponement rule is found in the commissioner’s rules in the Texas Administrative Code (TAC), Section (see TAC link in Appendix A, page 90) High school LPAC members should have a general understanding of this rule before receiving training on this section. 91

Exemption vs. Postponement
LEP exemptions apply to grades 3–10 TAKS. The LEP postponement applies to exit level TAKS. For LEP exemption provisions for grade 11 TAKS–M, see page 75 of the LPAC manual. 92

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. This rule contains very detailed information. Trainers may wish to go over this slide carefully and allow time for questions. 93

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) 94

Student Examples Pages 44-47

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 The examples in this section show how the LPAC decision process works. Reviewing these examples will help check understanding of the process. These examples model a type of narrative description that LPACs may wish to prepare and update for immigrants who enter the U.S. with inadequate schooling. The type of information included is helpful to have when monitoring students’ progress and determining how to intervene instructionally to help struggling students. Small group activity: Trainers may wish to provide participants with these examples but exclude the assessment decisions and reasons for exemption (trainers could also create additional student examples, or participants could supply examples of students from their schools). Participants could work in small groups to (1) review the examples, (2) recommend assessment decisions, and (3) identify the appropriate reason for exemption if exemption is recommended. Participants might also discuss the instructional interventions mentioned in the examples and share the kinds of instructional interventions that work well for their own students. Afterward, a member of each small group could report to the larger group. See pages 44-47 96

Documentation Requirements for Exempted Students
Remind participants that the documentation requirements for students receiving an exit level LEP postponement are found on page 42. Pages 48-64

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 These documentation requirements are listed on page 49 and explained on pages Important: The evidence needed to show insufficient schooling outside the U.S. and insufficient progress by the spring of the year vary according to the student’s assessment category and time in U.S. schools. See page 49 98

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 Bullet 1: The documentation requirements in this section of the manual apply to exempted students only. Bullet 2: School records or parental verification are required to document evidence of— TAKS immigrant status School years of enrollment in U.S. Extensive periods of absence outside U.S. See pages 50 & 51 of the manual for details. Bullet 3: The signature of an LPAC member or designee is needed to document a student’s inadequate foundation of learning and instructional interventions (see pages for details). Teacher signatures are needed to document a student’s insufficient progress by the spring of the year (see pages for details). Bullet 4: Appendix B contains sample forms that districts may photocopy and use if desired. These forms may also be accessed in formats that can be edited (in Microsoft Word) from the following website: 99

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. Note: A student whose residence outside the U.S. occurred before the age of schooling meets the TAKS immigrant definition. However, if the immigrant student has been continuously enrolled in U.S. schools since first grade, the student cannot qualify for an exemption because the student will not have had insufficient schooling outside the U.S. 100

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. See page 50 of the manual for more information. 101

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. See page 51 of the manual for more information. Note 1: Extensive absences of schooling outside the U.S. are defined on page 20 of the manual. Students whose lack of schooling is not as extensive as defined on page 20 are not eligible for exemption. Note 2: Documentation of extensive absences of schooling is required only for category 1 students who are exempted in their second or third school year in the U.S. When possible, this information should be gathered and documented when a student first enrolls in U.S. schools. In addition, this information should be gathered for students in category 2 when possible. Note 3: In determining whether a student meets the exemption criteria concerning extensive absences of schooling outside the U.S., the key is to determine to what extent the student did or did not attend the school program that was offered and whether the missed schooling constituted one or two school years. 102

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 See pages of the manual for further explanation and a sample form. The assessments used will vary depending on the student’s category. 103

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. Once it has been determined that an immigrant student has an inadequate foundation of learning stemming from schooling outside the U.S., instructional interventions should be implemented promptly to strengthen inadequate skills. 104

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. The definition of instructional intervention, as used in this manual, appears on page 22. Several examples (not exhaustive) of instructional interventions are included in the student examples of pages of the manual. 105

Instructional Interventions Form
See page 54 of the manual for a sample form for documenting instructional interventions for students in grades 3–10. Schools may download all forms in the manual from the ELL Assessment Information page of the TEA Student Assessment Division website. Versions of the forms are available on the website in Microsoft Word (separately from the manual itself) so that they may be modified as needed to suit local needs. 106

Insufficient Progress by Spring
Evidence may come from— ongoing informal assessments (inventories and checklists) OR teacher reviews of class performance Participants should carefully review the information on page 55 of the manual and note that standardized test scores (e.g., released TAKS test scores) are not included as a way to determine insufficient progress by the spring of the year evidence of insufficient progress by the spring of the year must be obtained from the classroom teacher in the subject assessed and the ESL teacher if other than the classroom teacher 107

Reasons for Exemption The reasons— are provided in the manual
are to be referenced in documentation The reasons in the manual are each assigned a letter a through e. When a student is exempted, the reason for exemption is to be referenced in the student’s documentation. The reason may be included in its entirety, or just the letter of the reason may be referenced. See list on page 59 108

Using Test Results to Monitor Progress
Pages 65-73 One main purpose of the LPAC manual is to help LPACs understand and use information generated from state test results. This section of the manual- discusses how to use TAKS in conjunction with TELPAS to interpret and monitor student progress recommends a way to determine whether a student is making appropriate annual progress on TELPAS presents statewide performance data

Using Test Results to Monitor Progress
Schools should use TELPAS results in conjunction with TAKS results for instructional planning. Schools are required to provide accelerated instruction to students who do not meet minimum expectations on TAKS. TELPAS results not only provide information about a student’s English reading proficiency; they also aid in the interpretation of the TAKS scores of LEP students who take these tests in English but have not yet reached the advanced high level on TELPAS. 110

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. For further information, see page 66 of the manual. 111

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 For further information, see page 68 of the manual. 112

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. 113

Understanding the TELPAS Proficiency Levels
To understand TELPAS results, we must understand what the TELPAS proficiency levels mean. Page 69 114

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 “Advanced high” designates a familiarity with the English language for use in social and academic settings. It does not yet suggest a level of “full native English.” Just as native English speakers are not all high academic achievers, neither are English language learners. 115

What TELPAS Results Tell Us
TELPAS ratings of beginning and intermediate indicate a significantly limited ability to use English as a medium for learning academic material. 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. 116

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. 117

About ELLs in Texas, Spring 2008
In spring 2008, approximately 677,000 ELLs were assessed in all domains with TELPAS. In grades 3–12, over 20,000 1st year immigrants were reported. In grades 3–12, about 40% of 1st year immigrants received a TELPAS composite rating of beginning. 118

About ELLs in Texas, Spring 2008
In grades 3–12, over 161,000 ELLs were reported as enrolled for 5 or more years. 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). 119

AMAOs are Annual Measurable Achievement Objectives.
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. 120

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 & 73 121

Language Domain Weights in TELPAS Composite Ratings
This chart shows the weight of each language domain in the overall composite ratings. Language Domain Weights in TELPAS Composite Ratings Listening Speaking Reading Writing 5% 75% 15% These domain weights have been used since but may change in the future. Page 106

AMAO Performance Targets
AMAO Indicator Target 2006 Target Target 2008- 2009 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 15% 42% 2% 25.5% 53% 17% 44% 2.5% 26% 50% 60% - 25% 40% TBD 58% 67% AMAO 1 and 2 targets (standards) for TBD as of December 2008. 123

% of ELLs at Each TELPAS Proficiency Level, Spring 2008 (Composite Ratings)
Grade Group No. of Students % B I A H K–2 303,012 39 26 20 16 3–12 373,622 8 17 30 45 B = Beginning I = Intermediate A = Advanced H = Advanced High 124

TELPAS Composite Proficiency Ratings
K-2 ELLs by Grade: Percent at Each TELPAS Proficiency Level in Spring 2008 (Composite Ratings) Grade Number of Students TELPAS Composite Proficiency Ratings % B I A H K–2 Combined Kindergarten Grade 1 Grade 2 303,012 100,518 105,049 97,445 39 64 37 14 26 19 29 30 20 11 16 6 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. Number of Students TELPAS Composite Proficiency Ratings % B I A H Years Combined Sec. Sem. Immigrant First Sem. Immigrant Two Years Three Years Four Years Five or More Years No Info Provided 373,622 3,971 16,732 22,781 91,556 75,108 161,231 2,243 8 54 37 19 6 4 10 17 20 26 27 14 30 31 28 45 12 29 43 47 51 126

LEP Students Served by Special Education
Pages 74-78

Provisions for LEP Students Served by Special Education
LPAC and ARD committees must work in conjunction when making and documenting assessment and accommodation decisions. Trainers may wish to acknowledge the many complex issues related to meeting the needs of LEP students served through 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

Academic Achievement See – Information about LEP exemptions from TAKS, TAKS (Accommodated), and TAKS-M (page 75) LAT information (pages 75 & 76) 130

The exemption criteria, found on pages of the manual, apply to all recent immigrant LEP students, including those served by special education. 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

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 and math, and -Grades 5, 8, and 10 science Remember, students who need LAT versions of TAKS Accommodated use the regular LAT test booklet. 132

Assessing English Language Proficiency See – participation guidelines for TELPAS reading, grades 2–12 (page 77) participation guidelines for TELPAS holistically rated assessments (page 78) 133

Exemptions from TELPAS on the Basis of a Disability
In rare cases, a LEP student served by special education may qualify for an ARD exemption (score code of X) from TELPAS on a domain-by-domain basis. This exemption is now termed “ARD Decision” in test administration materials. The ARD and LPAC committees must collaboratively make these decisions. The LPAC must document the reason for the decision in the student’s permanent record file, and the ARD committee must document it in the student’s IEP. Reminder concerning participation in assessments of academic achievement: Students served by special education must participate in an appropriate assessment of their academic achievement and are no longer eligible for ARD exemptions. The decision not to include a student in an assessment on the basis of the student’s disability now applies only to TELPAS. 134

Frequently Asked Questions (FAQs)
Pages 79-88

FAQs The frequently asked questions on pages of the manual provide a quick way to find answers. Note that the answers to the frequently asked questions often include a reference to the location of the answer within the manual. 136

Contact Information address: Student Assessment Division phone number: The LPAC manual and this PowerPoint are posted in the “ELL Assessment Information” section of the Student Assessment Division website. 137

Training on the 2008-2009 LPAC Decision-Making Process for the Texas Assessment Program The 2008-2009 LPAC manual is made available to districts as a.

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Training on the 2008-2009 LPAC Decision-Making Process for the Texas Assessment Program The 2008-2009 LPAC manual is made available to districts as a.

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