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Training on the 2008-2009 LPAC Decision-Making Process for the Texas Assessment Program 1.

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Presentation on theme: "Training on the 2008-2009 LPAC Decision-Making Process for the Texas Assessment Program 1."— Presentation transcript:

1 Training on the LPAC Decision-Making Process for the Texas Assessment Program 1

2 TEA trains ESCs ESCs train districts LPACs use manual to make spring 2009 testing decisions 2

3 LPAC Decision- Making Process for the Texas Assessment Program Procedural Manual for

4 44 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

5 55 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)

6 66 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

7 77 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

8 88 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

9 A Close Look at the LPAC Manual 9

10 10 Statutory Authority TEC, Section (e) TEC, Section (m) Page i

11 11 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

12 12 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

13 13 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

14 Overview Pages

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

16 16 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.

17 17 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

18 AYP Inclusion Subject Test School Yr. in U.S. AYP Participati on AYP Performance Math LAT 1 st * 2 nd and 3 rd Reading and ELA TELPAS Reading 1st * LAT2 nd and 3 rd Science: No science results are used in AYP (hence, no LAT science results are used in AYP). * = not evaluated for AYP 18

19 19 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

20 20 TELPAS Reading, Grades 2–12 Revised TELPAS reading tests for grades 2–12 were implemented in spring Will be administered as an online testing program starting in spring 2009

21 21 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.

22 22 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.

23 23 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.

24 24 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

25 25 3 Educational Goals The following goals are reinforced by the assessment requirements.

26 26 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.

27 27 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.

28 28 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.

29 29 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.

30 TAKS in English or Spanish? Pages

31 31 English Spanish 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.

32 32 Rules Spanish TAKS may be taken for 3 years. Years of LEP exemption plus Spanish TAKS may not exceed 3.

33 33 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.

34 34 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.

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

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

37 37 Students in ESL Programs Spanish TAKS may sometimes be appropriate for a student in an ESL program.

38 LEP Exemptions (pages 13-32) & LAT Administrations (pages 33-39) 38

39 39 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)

40 40 LPAC Manual Terminology General exemption criteria Specific exemption criteria Category 1 Category 2

41 41 Term: General Exemption Criteria 5 “record-keeping” criteria a student must meet before LPAC can consider specific exemption criteria

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

43 43 Category 1: Immigrant LEP students in Spanish bilingual programs in grades 3–6 Category 2: Other immigrant LEP students in grades 3–10 Terms: Category 1 and Category 2

44 44 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

45 45 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

46 46 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

47 47 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

48 Potential Impact on Small Number of Y2 Immigrants Who Left US after Y1 Example: Spring 07, Y1 in US, LEP-exempt, scored AH on RPTE Spent school year outside US 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. 48

49 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 in Mexico 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. Potential Impact on Small Number of Y3 Immigrants 49

50 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 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. 50

51 51 Specific Exemption Criteria Specific exemption criteria differ according to a student’s— category number of school years in the U.S.

52 52 Category 1: pages Category 2: pages The specific exemption criteria for these students are in different sections of the manual. Categories 1 and 2

53 53 Specific Exemption Criteria LPACs must always examine the immigrant’s— school experiences outside U.S. and progress by time of spring testing

54 54 Exemption Flow Charts 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.

55 55 Specifics on Category 1 and Category 2 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.

56 56 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

57 57 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: Note: Page 20 defines extensive absences of schooling outside U.S.

58 58 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)

59 59 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.

60 60 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.

61 61 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.

62 62 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

63 63 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.

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

65 65 Summaries of Exemption Criteria all 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.

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

67 67 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 

68 68 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 

69 69 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 

70 70 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.

71 Linguistically Accommodated Testing (LAT) 71

72 DateLAT TestGrades Mon, Apr 6Math5 and 8 Mon, Apr 27Math3, 4, 6, 7, 10 Tues, Apr 28 Reading/ELA (Day 1) 3–8 and 10 Wed, Apr 29 Reading/ELA (Day 2) 3–8 and 10 Fri, May 1Science5, 8, 10 LAT Scheduling for

73 73 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

74 74 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.

75 LAT Accommodations 75

76 76 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.

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

78 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

79 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 79 Not all of these are allowable for LAT administrations of writing sections of grade 10 ELA. See page 35 of LPAC manual for details.

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

81 81 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.

82 82 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.

83 83 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.

84 84 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.

85 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

86 Changes in LAT Administrations of TAKS-M 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

87 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. 87

88 Planning for LAT Administrations 88

89 89 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.

90 Exit Level LEP Postponement Pages

91 91 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)

92 92 Exemption vs. Postponement LEP exemptions apply to grades 3–10 TAKS. The LEP postponement applies to exit level TAKS.

93 93 Exit Level LEP Postponement initial first 12 months 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.

94 94 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)

95 Student Examples Pages

96 96 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

97 Documentation Requirements for Exempted Students Pages

98 98 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

99 99 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

100 100 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.

101 101 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.

102 102 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.

103 103 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

104 104 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.

105 105 Definition Instructional intervention 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.

106 106 Instructional Interventions Form See page 54 of the manual for a sample form for documenting instructional interventions for students in grades 3–10.

107 107 Insufficient Progress by Spring Evidence may come from— ongoing informal assessments (inventories and checklists) OR teacher reviews of class performance

108 108 Reasons for Exemption The reasons— are provided in the manual are to be referenced in documentation See list on page 59

109 Using Test Results to Monitor Progress Pages

110 110 Using Test Results to Monitor Progress Schools should use TELPAS results in conjunction with TAKS results for instructional planning.

111 111 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.

112 112 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

113 113 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.

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

115 115 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

116 116 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.

117 117 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.

118 118 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 1 st year immigrants were reported. In grades 3–12, about 40% of 1 st year immigrants received a TELPAS composite rating of beginning.

119 119 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).

120 120 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.

121 121 TELPAS Results in the LPAC Manual Statewide results in the manual include: attainment in spring 2008, Gr attainment in spring 2008, Gr. K-2 The results are in terms of composite proficiency ratings (not individual domain ratings). Pages 72 & 73

122 122 Language Domain Weights in TELPAS Composite Ratings This chart shows the weight of each language domain in the overall composite ratings. ListeningSpeakingReadingWriting 5% 75%15% These domain weights have been used since but may change in the future. Page 106

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

124 124 % of ELLs at Each TELPAS Proficiency Level, Spring 2008 (Composite Ratings) B = Beginning I = Intermediate A = Advanced H = Advanced High Grade Group No. of Students %B%B %I%I %A%A %H%H K–2K–2303, –12373,

125 125 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%B %I%I %A%A %H%H K–2 Combined Kindergarten Grade 1 Grade 2 303, , ,049 97,

126 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%B %I%I %A%A %H%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, ,231 2,

127 LEP Students Served by Special Education Pages

128 128 Provisions for LEP Students Served by Special Education LPAC and ARD committees must work in conjunction when making and documenting assessment and accommodation decisions.

129 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

130 130 Provisions for LEP Students Served by Special Education See – Information about LEP exemptions from TAKS, TAKS (Accommodated), and TAKS-M (page 75) LAT information (pages 75 & 76) Academic Achievement

131 Provisions for LEP Students Served by Special Education 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

132 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 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

133 133 Provisions for LEP Students Served by Special Education See – participation guidelines for TELPAS reading, grades 2–12 (page 77) participation guidelines for TELPAS holistically rated assessments (page 78) Assessing English Language Proficiency

134 134 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.

135 Frequently Asked Questions (FAQs) Pages

136 136 FAQs The frequently asked questions on pages of the manual provide a quick way to find answers.

137 137 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.


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