1. Spring 2011 Testing © 2010, Texas Education Agency Training on the LPAC Decision- Making Process for the Texas Assessment Program

2. 2 TEA trains ESCs ESCs train districts LPACs use manual to make spring 2011 testing decisions

3. LPAC Decision- Making Process for the Texas Assessment Program 3 Procedural Manual for 2010-2011

4. 4 What’s New This Year? Updates to overview of state assessment requirements for ELLs (manual pp. 4–6, slides 11–13) Updated information about the use of TELPAS in accountability measures and performance-based monitoring (manual pp. 69–70, slides 15 and 98) Updated TELPAS results (manual pp 71–72, slides 102– 105) Results by years in U.S. schools for grades 3-12 K-2 results by grade No changes to assessment decision-making policies or procedures for ELLs this year. Note, however, the following updated information:

5. 5 A Close Look at the Manual

6. Statutory Authority 6 TEC, Section 39.027(e) TEC, Section 39.023(m)

7. Purposes of Manual To help ensure that LPACs make consistent, informed assessment decisions To increase awareness of second language learners’ educational needs 7

8. 5 Major Topics of Manual 1. Determining student needs 2. Providing instructional interventions 3. Monitoring student progress 4. Making assessment decisions 5. Maintaining necessary documentation 8

9. Table of Contents Overview Giving TAKS in English or Spanish LEP Exemptions and LAT Exit Level LEP Postponement Student Examples Documentation Requirements Using Test Results to Monitor Progress ELLs Receiving Special Education Services FAQs Appendices 9

10. 10 Overview

11. Components of the Texas Assessment Program TAKS TAKS (Accommodated) TAKS–M TAKS–Alt LAT TELPAS 11 Be familiar with each component Descriptions provided in Overview

12. Background Texas Public Schools  Number of ELLs has grown from about 570,000 in 2000-01 to over 800,000 in 2009-10  About 1 in 6 students is an ELL  About 1 in 6 ELLs in grades 4–12 in U.S. schools for 3 school years or less U.S. Public Schools  ELLs are fastest growing group of students  In 2008, total of about 5 million ELLs; by 2015, number of ELLs projected to reach 10 million* 12 *Source: 2008 NEA policy brief: “English Language Learners Face Unique Challenges”

13. 13 Federal and State Requirements * First-year LEP-exempt immigrants do not take LAT reading; their TELPAS reading test participation is used to meet federal requirements Federal law requires states to assess all students in  reading and math in grades 3–8 and 10  science in at least 1 elementary, 1 middle, and 1 high school grade Texas law provides for Spanish-version assessments in grades 3–5 Texas law provides for limited LEP exemptions; ELLs designated as LEP-exempt under Texas policy are assessed with LAT to fulfill federal requirements* Vast majority of ELLs in Texas take regular TAKS in English

14. LAT in Federal Adequate Yearly Progress (AYP) Accountability Measures of Academic Achievement Subject Test School Yr. in U.S. AYP Participation AYP Performance Math LAT 1 st * 2 nd and 3 rd Reading/ELA TELPAS Reading 1st * LAT2 nd and 3 rd Science: No science results used in AYP (hence, no LAT science results used) * = not evaluated for AYP 14

15. 15 Uses of TELPAS in Federal and State Accountability and Performance-Based Monitoring TELPAS measures the learning of academic English in alignment with the Texas English Language Proficiency Standards (ELPS). TELPAS results are used in  federal Annual Measurable Achievement Objectives (AMAOs) accountability indicators  state ELL progress indicator  state Performance-Based Monitoring Analysis System (PBMAS) indicators

16. 16 Rigorous Standards Curriculum, assessment, and accountability requirements becoming more and more rigorous Important to help growing ELL population meet higher standards

17. Meeting Needs of ELLs Learning challenging academic content along with a second language is not easy. Many ELLs are not able to succeed academically without prompt and carefully targeted instructional support. 17

18. Varying Needs While some ELLs have an excellent academic foundation and knowledge of 2 or more languages, others may enter U.S. schools with no English and limited prior schooling. 18

19. Effective Instructional Programs for ELLs — focus on helping students excel rather than meet minimum expectations help immigrants with adequate prior schooling “stay in step” academically as they learn English intervene quickly to help students with insufficient prior schooling 19

20. 3 EDUCATIONAL GOALS Reinforced by Testing Requirements 20

21. Goal 1 21 When needs are addressed promptly and effectively — most ELLs enrolled since 1 st grade will be able to meet TEKS requirements as measured by TAKS in English or Spanish by grade 3

22. Goal 2 22 When needs are addressed promptly and effectively — most immigrant ELLs in Spanish bilingual programs will be able to meet TEKS requirements as measured by Spanish TAKS in 1 st year in U.S.

23. Goal 3 23 When needs are addressed promptly and effectively — most immigrant ELLs entering U.S. schools with little or no English or with limited prior schooling will be able to meet TEKS requirements as measured on TAKS by 3 rd year in U.S.

24. LPAC Role To fulfill state requirements, LPAC must follow procedures in manual monitor student progress and determine appropriate instructional interventions make decisions on individual student basis function as a committee document decisions, instructional interventions for exempted students, and reason for exemption in student’s permanent record file 24

25. 25 Decisions about Testing in Spanish or English (Gr. 3–5)

26. Language of Testing 26 LPACs responsible for deciding which Spanish- speaking ELLs in grades 3–5 take TAKS in English and which in Spanish By law Spanish TAKS may be taken for 3 years

27. Counting Years Years of taking Spanish TAKS are counted in terms of years of TAKS administrations. Grades 1 and 2 don’t count because TAKS is not administered in these grades. 27

28. Decision Criteria Decisions about whether to give TAKS in English or Spanish are guided by — language of student’s instruction, and language in which student can best demonstrate academic skills 28 Decision to administer TAKS in Spanish or English may vary by subject area

29. Program Differences Spanish TAKS generally appropriate for students in bilingual programs receiving most academic instruction in Spanish Language of instruction in ESL programs is English; however, Spanish TAKS may sometimes be appropriate for student in ESL program 29

30. Non-LEP Students in Bilingual Education Programs In accordance with 19 TAC, Section 101.1007(e), school districts may administer Spanish TAKS to a non-LEP student in a bilingual education program if LPAC determines TAKS in Spanish to be most appropriate measure of student’s academic progress Student may not be administered Spanish-version assessment for longer than three years 30

31. 31 LEP Exemptions  LAT Administrations

32. Commissioner’s Rules LEP exemption criteria based on commissioner’s rules in Texas Administrative Code (TAC), Chapter 101, Subchapter AA TAC website link available in Appendix A 32

33. Key Terminology General exemption criteria Specific exemption criteria Category 1 Category 2 33

34. General Exemption Criteria 5 “record-keeping” criteria student must meet before LPAC can consider specific exemption criteria The 5 criteria are: 1. LEP Status 2. Program Participation 3. TAKS Immigrant Status 4. Years in U.S. Schools 5. Grades 2–12 TELPAS Reading Rating 34

35. Relate to whether student has academic or linguistic difficulties stemming from schooling outside U.S. Require LPAC to examine student’s  school experiences outside U.S. and  progress by time of spring’s test administrations 35 Definitions: Specific Exemption Criteria

36. Category 1: Immigrant ELLs in Spanish bilingual education programs in grades 3–5 (for whom state assessments exist in both English and Spanish) Category 2: Immigrant ELLs in grades 3–10 in ESL programs Immigrant ELLs in bilingual programs but a native language assessment does not exist 36 Definitions: Categories 1 and 2

37. Specific Exemption Criteria Specific exemption criteria differ according to a student’s— category number of school years in the U.S. 37

38. Key Differences Next 5 slides show key differences in specific exemption criteria according to  exemption category  years in U.S. schools 38 Remember, specific exemption criteria relate to: school experiences outside U.S. progress by time of spring’s test administration

39. Category 1— 1st School Year in U.S. Insufficient schooling outside U.S. = student was not provided foundation of learning outside U.S. that Texas requires at student’s enrolled grade 39

40. Category 1— 2nd/3rd School Year in U.S. Exemptions are rare. For these students, insufficient schooling outside the U.S. = extensive absence of schooling outside U.S. in addition to limited academic preparedness 40

41. Category 1: Determining Progress by Spring For students determined to have had insufficient schooling outside the U.S., progress by spring = progressing satisfactorily in TEKS required at student’s enrolled grade (in either English or Spanish) 41

42. Category 2: Insufficient Schooling Outside U.S. Insufficient schooling outside the U.S. = an inadequate foundation of learning outside the U.S. in terms of knowledge of English and/or academic skills 42

43. Category 2: Determining Progress by Spring In student’s 1st school year in U.S. — LPAC considers both academic language proficiency in English and academic skills mastery In student’s 2nd/3rd school years — LPAC considers only academic language proficiency in English 43

44. Exemption Flow Charts By Category and Year reinforce that students must not be exempted unless — they meet all 5 general criteria; AND they entered U.S. with insufficient prior schooling, as defined by their category and years in U.S. schools; AND their progress is unsatisfactory as of spring testing despite interventions; AND LPAC attributes lack of progress to schooling outside U.S. 44

45. LPAC Decision-Making Process After general exemption criteria are met, LPAC uses a step-by-step process to examine specific exemption criteria and make assessment decisions 45 This section of manual — reinforces and explains specific exemption criteria and decision-making process emphasizes connection between need for exemption and need for accelerated, intensive instructional support

46. Steps of Decision-Making Process Step 1. Review schooling outside U.S. Step 2. Determine and monitor instructional interventions Step 3. Examine current year’s progress Step 4. Make and document assessment decision 46

47. Exemptions and Targeted Instructional Support Remember the connection between need for exemption and need for increased instructional support and monitoring 47

48. all 5 general exemption criteria Students must meet all 5 general exemption criteria to be eligible for exemption alsospecific exemption criteria Students must also meet all specific exemption criteria to be eligible for exemption Summing Up 48

49. Exemption Criteria Summary Charts A 1-page list of all exemption criteria for students in each category is provided. For category 1, see page 22 For category 2, see page 30 49

50. 50 Unusual Circumstances Not Covered in Manual

51. Unusual Exemption Circumstances What about — a student who took TAKS last year in error? an elementary student who took Spanish TAKS last year while in a bilingual program but switched to a district this year where only an ESL program is offered? 51 Continue 

52. Unusual Exemption Circumstances Points to remember — Such special circumstances are rare Any error from a previous year must be explained thoroughly in documentation All general and specific exemption criteria apply according to the student’s category and year in U.S. schools, and all documentation procedures still apply 52 Continue 

53. Unusual Exemption Circumstances Points to remember — The LPAC must be confident that decision to exempt student who tested previously is not based more on school accountability concerns than appropriate measurement of student learning 53 Continue 

54. Unusual Exemption Circumstances Points to remember — It must be clear that decision to exempt was made on individual student basis (“blanket” decisions prohibited) If student took Spanish TAKS last year, is in ESL program this year, and is in grade in which Spanish TAKS is an option, LPAC must document why Spanish TAKS is not more appropriate than exemption 54

55. 55 Linguistically Accommodated Testing (LAT) Grades 3–8 and 10 Math, Reading, ELA Grades 5, 8, and 10 Science

56. Purpose of Linguistically Accommodated Testing (LAT) To include students who are LEP-exempt under Texas policy in federally required testing in a way that enables them to better understand the language used on the tests 56 State regulations that went into effect in the 2009-2010 school year extended LAT testing provisions to a small number of students who are not LEP-exempt but who qualify for special assessment provisions as unschooled ELL asylees or refugees. See Appendix F for more information.

57. 57 Allowable LAT Accommodations 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 3–5 only) For LAT TAKS–M differences, see manual

58. 58 Allowable LAT Accommodations 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 essay or revising and editing sections of grade 10 ELA. See manual for details.

59. Spanish vs. English Version Decisions in Gr. 3-5 LPACs need to decide if a Spanish- speaking LAT student in grades 3–5 will need English or Spanish version of test For math and science, part of side-by- side accommodation decision is to indicate whether student will work primarily from English version or Spanish version 59

60. LAT Accommodations LAT accommodations are described in detail in 2010-2011 Accommodations Manual Student scenarios useful for training on linguistic accommodations are included in LAT Test Administrator Manual LAT for TAKS vs. TAKS–M differs somewhat. Page 35 of manual outlines TAKS–M differences 60

61. What about LAT and SSI? Students assessed with LAT math and reading not subject to SSI test requirements They do not retake SSI tests if not successful 61

62. LAT Eligibility Eligibility criteria for math/science vs. reading/ELA differ somewhat: LAT math and science Given to all LEP-exempt ELLs whether 1 st, 2 nd, or 3 rd school year in U.S. LAT reading and ELA Given to 2 nd and 3 rd year LEP-exempt ELLs NOT given to 1 st year LEP-exempt ELLs 62 For unschooled asylee and refugee LAT eligibility provisions, see Appendix F of manual

63. LAT Accommodation Decisions Documentation must be kept in student’s permanent record file Multiple accommodations are often appropriate Decisions must be based on individual needs of student and whether accommodations are used routinely in instruction and testing Decisions require collaboration with subject-area teacher and testing coordinator Decisions involve reviewing accommodations used in instruction 63

64. 64 DateLAT TestGrades Mon, Apr 25Math3-4, 6-7, 10 Tues, Apr 26 Reading/ELA (Day 1) 3-4, 6-7, 10 Wed, Apr 27 Reading/ELA (Day 2) 3-4, 6-7, 10 Fri, April 29Science5, 8, 10 LAT Scheduling for April 2011

65. 65 DateLAT TestGrades Mon, May 16Math5 and 8 Tues, May 17 Reading (Day 1) 5 and 8 Wed, May 18 Reading (Day 2) 5 and 8 LAT Scheduling for May 2011

66. 66 Connecting ELPS, Content Area TEKS, TELPAS, LAT and TAKS/STAAR

67. Texas English Language Proficiency Standards (ELPS) 67 The ELPS outline instruction districts are to provide in order for ELLs to have full opportunity to learn English and succeed academically. All teachers of ELLs are required to teach the ELPS in conjunction with the TEKS for all subjects. Core ELPS components:  Second language learning SEs incorporated in content area instruction  Using PLDs to monitor progress in learning English  Linguistically accommodated instruction informed by PLDs

68. Linguistically Accommodating Instruction and LAT 68 When implemented effectively and routinely in instruction, linguistic accommodations  accelerate learning of academic content and English  reduce length of time and degree to which linguistic accommodations and LAT testing needed Beginning Intermediate Advanced High

69. 69 Instructional AccommodationAssessment Accommodation Providing native language support Spanish TAKS, Spanish LAT, oral translation on English LAT Paraphrasing and simplifying language to aid understanding LAT - clarification and linguistic simplification Using pictures, gestures, and concrete objects to aid understanding LAT - clarification and linguistic simplification Helping student decode English wordsLAT - reading words aloud Encouraging students to ask questions to check understanding LAT - clarification and linguistic simplification Helping students learn to use dictionaries in class and on tests LAT - bilingual and English dictionaries Customized bilingual glossaries of essential vocabulary LAT math and science - bilingual glossaries Allowing students additional time and more breaks to read and process lengthy information TAKS and LAT - more frequent breaks; 2-day administrations of LAT reading and ELA tests Common Linguistic Accommodations

70. Linguistic accommodations are most effective when… 70 they are aligned to English language proficiency levels teachers provide ELLs with plenty of opportunities to use language at current proficiency level, as well as to develop language of increasing complexity teachers integrate academic language instruction into content area instruction and provide multiple opportunities to use academic language in meaningful and accessible contexts

71. Teacher and Administrator Use of TELPAS Results and Formative Assessments Using PLDs 71  Beginning of year: TELPAS results, which are aligned with ELPS proficiency level descriptors (PLDs), help evaluate progress in learning English and inform instructional planning TELPAS confidential campus student rosters include  2 years of proficiency level ratings  how long student has been in U.S. schools  Throughout year: Formative assessment using PLDs helps teachers gauge student progress and adjust degree and type of linguistic accommodations  LPAC meetings in preparation for spring testing: Use formative assessments to gauge progress in English proficiency, review and adjust linguistic accommodations, and plan for instructional interventions and/or LAT as needed

72. TEKS TAKS/STAAR ELPS TELPAS Remember the Connection 72 The ELPS, as measured by TELPAS, support better learning of the TEKS, as measured by TAKS …soon to be STAAR

73. 73 Exit Level LEP Postponement

74. LEP exemptions are not permitted at exit level LEP postponement may be granted for exit level administrations if eligible immigrant ELL is within first twelve months in U.S. schools  LPAC decision to grant postponement must be made on administration-by-administration basis, and must allow student at least one opportunity to take exit level assessment before student’s scheduled graduation date 74 See pages 39–40 and sample form on page 41

75. LEP Postponement Documentation LEP status Program participation Length of time in U.S. schools Evidence of inadequate foundation of learning outside U.S. Instructional interventions Evidence of insufficient progress by time of testing 75 See pages 39–40 and sample form on page 41

76. 76 Student Examples

77. 6 Student Examples to Review Alejandra Ruiz Category 1, Year 1 María Dávila Category 1, Year 2 Sergio Torres Category 1, Year 3 René Robles Category 2, Year 1 Wang Lung Category 2, Year 2 Anna Hrgovcic Category 2, Year 3 77

78. 78 Documentation Requirements for Exempted Students

79. Required Documentation 79 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

80. Records, Signatures, and Forms 80 Needed for exempted students School records or parental verification needed for some criteria LPAC and teacher signatures needed for other criteria Sample forms provided

81. TAKS Immigrant Status 81 TAKS definition of immigrant is specific to the state assessment program TAKS definition: A student who has resided outside the 50 U.S. states for at least 2 consecutive years at some point in his or her history history = life

82. Years in U.S. Schools 82 For TAKS exemptions and TELPAS data collection, enrollment in a U.S. school for all or part of the school year is used to document enrollment during that year As communicated to districts in the fall, the Years in U.S. Schools data collection has changed slightly The previous “5 or more school years” category was divided into “5 school years” and “6 or more school years” It is critical that Years in U.S. Schools data be determined accurately. It is used in instructional planning, in evaluating eligibility for LEP exemptions, and in determining performance requirements for multiple federal and state accountability indicators.

83. Extensive Absences of Schooling Outside U.S. 83 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.

84. Insufficient Schooling Outside U.S. 84 For all exempted students, evidence of inadequate foundation of learning outside U.S. must come from —  formal assessments on page 49 of manual OR  informal assessments designed to measure academic preparedness required by TEKS

85. Instructional Interventions 85 Documentation: LPACs are required to describe instructional interventions implemented to target individual educational needs of immigrant students for whom exemption is necessary.

86. Definition 86 Instructional intervention = assistance designed to accelerate progress of struggling learner and that requires carefully targeted, individualized instruction in class and, in many instances, beyond classroom

87. Instructional Interventions Form 87 See page 52 of manual for sample form for documenting instructional interventions for students in grades 3–10

88. Insufficient Progress by Spring 88 Evidence may come from — ongoing informal assessments (inventories and checklists) OR teacher reviews of class performance

89. Reasons for Exemption 89 The reasons— are provided on page 57 of manual are to be referenced in documentation

90. 90 Using State Assessment Results to Monitor Progress

91. 91 Schools should use TELPAS results in conjunction with TAKS results for instructional planning

92. Understanding TELPAS Reading Tests for Grades 2–12 92 Manual explains how TELPAS reading test differs from TAKS reading test Understanding differences helps educators use results more effectively to impact teaching and learning

93. Purposes of TELPAS 93 To assess progress of LEP-exempt students To indicate when LEP exemptions are no longer necessary To monitor English language proficiency of Spanish TAKS examinees To monitor English language proficiency of students not eligible for a LEP exemption who are struggling with English acquisition

94. TELPAS Proficiency Levels in a Nutshell 94 Beginning: Little or no ability to understand and use English to function meaningfully in social and academic settings Intermediate: Limited ability to understand and use English in social and academic settings; can function when instructional tasks involve simple language structures and high-frequency English in routine contexts Advanced: Know enough English to engage in grade-appropriate instruction, although ongoing second language acquisition support is needed; function beyond level of simple, routinely used English Advanced high: Have necessary levels of social and academic English to participate in grade-appropriate academic instruction with minimal second language acquisition support

95. What TELPAS Results Tell Us 95 TELPAS ratings of beginning and intermediate indicate significantly limited ability to use English as medium for learning academic material ELLs in U.S. schools 3 years or more whose academic instruction is in English and who are still at these levels need carefully planned, highly intensive instructional interventions to accelerate English acquisition

96. What TELPAS Results Tell Us 96 ELLs at beginning or intermediate level are likely to have significant difficulty with English on tests such as TAKS Low levels of English language proficiency can confound results on academic skill assessments Other diagnostic assessments or inventories may be necessary to determine academic skill levels of these students

97. 97 Uses of TELPAS in Accountability Measures and Performance-Based Monitoring  Federal Annual Measurable Achievement Objectives (AMAOs)  State accountability ELL progress indicator  State Performance-Based Monitoring Analysis System (PBMAS) indicators

98. 98 Uses of TELPAS in State Accountability Measures and Performance-Based Monitoring ELL Progress Indicator To be incorporated into state accountability rating system beginning with spring 2011 accountability ratings Indicator based on two years of TELPAS reading results and current-year TAKS performance More information at www.tea.state.tx.us/perfreport/resources Performance-Based Monitoring Analysis System (PBMAS) Automated data system that reports annually on performance of districts and charter schools in selected program areas Several indicators use TELPAS results Used by state to review and monitor bilingual/ESL programs statewide More information in annually updated PBMAS Manual at www.tea.state.tx.us/pbm

99. Federal AMAOs 99 AMAO 1: Progress in learning English – TELPAS % of ELLs progressing by at least one proficiency level a year AMAO 2: Attainment of English proficiency – TELPAS % of ELLs reaching advanced high proficiency level AMAO 3: Meeting AYP in reading and math – TAKS Meeting AYP for LEP subgroup AMAOs – are specific to ELLs aim to improve both English language proficiency and academic achievement of ELLs 99

100. Language Domain Weights in TELPAS Composite Ratings 100 ListeningSpeakingReadingWriting 5% 75%15% These domain weights have been used since 2005–2006 but may change in the future.  AMAOs use TELPAS composite English language proficiency ratings, not individual language domain ratings  Chart shows weight of each language domain in composite ratings

101. TELPAS Results in Manual 101 Statewide performance summaries of progress from spring 2009 to spring 2010 Statewide performance summaries of attainment in spring 2010

102. Percent of ELLs Who Progressed At Least One TELPAS Proficiency Level from Spring 2009 to Spring 2010 102 Grade Group No. of Students % Progressed One Proficiency Level % Progressed Two Proficiency Levels % Progressed Three Proficiency Levels % Progressed At Least One Proficiency Level K–2194,8144315360 3–12355,342615<166 (Composite Ratings)

103. 103 Percent of ELLs at Each TELPAS Proficiency Level, Spring 2010 Grade Group No. of Students %B%B %I%I %A%A %H%H K–2314,74836262118 3–12404,3036153049 B= Beginning I = Intermediate A= Advanced H= Advanced High (Composite Ratings)

104. 104 K-2 ELLs by Grade: Percent at Each TELPAS Proficiency Level, Spring 2010 Grade Number of Students TELPAS Composite Proficiency Ratings %B%B %I%I %A%A %H%H K–2 Combined Kindergarten Grade 1 Grade 2 314,748 103,685 108,694 102,369 36 62 34 11 26 19 29 28 21 12 21 29 18 7 15 32

105. 105 3-12 ELLs: Percent at Each TELPAS Proficiency Level by Years in U.S. Schools, Spring 2010 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 404,303 4,364 15,372 22,070 97,393 83,101 180,549 1,454 6 44 32 16 7 5 3 7 15 22 29 26 17 11 17 30 17 20 27 29 30 31 33 49 17 19 31 48 55 44

106. Using New Data Portal to Access State Assessment Results  The new student assessment data portal, which is being phased in this school year, provides administrators and authorized teachers with (1) access to test results grouped different ways (2) access to test results for individual students  As students begin receiving Confidential Student Reports (CSRs) this spring, individual student results will begin to become available through the data portal  Data for all state assessments will be included. For TELPAS, data such as reading test scale scores, proficiency level ratings, and composite results will be available 106

107. 107 Provisions for ELLs Receiving Special Education Services

108. TAKS TAKS (Accommodated) TAKS–M TAKS–Alt LAT TELPAS State Assessments 108 Spanish versions included in grades 3–5

109. Role of LPAC and ARD Committees 109 Work in conjunction to make assessment and accommodation decisions Pool expertise related to special education and second language acquisition to:  evaluate student needs  implement testing requirements Supporting documentation must be kept in student’s permanent record file (for LPAC) and student’s IEP (for ARD committee).

110. Provisions for ELLs Receiving Special Education Services Use this manual in conjunction with the following TEA ARD committee manual: ARD Committee Decision-Making Process for the Texas Assessment Program: Revised Reference Manual for the 2010–2011 Testing Year 110

111. TAKS Special Education Assessments Determine appropriate assessment type using decision-making criteria in ARD manual. These criteria are disability-related, not related to second language acquisition:  TAKS  TAKS (Accommodated)  TAKS–M  TAKS–Alt 111

112. Additional ELL Provisions Once assessment type is identified, consider the following ELL provisions, as applicable, in accordance with LPAC manual decision-making criteria: Spanish-version testing in grades 3–5 LEP exemptions in grades 3–10 and LAT provisions in designated grades and subjects Exit level LEP postponements 112

113. If Additional ELL Provisions Do Not Apply When the additional ELL provisions do not apply, the assessment requirements are the same as for other students receiving special education services. 113

114. LPAC Manual Section Titled Choosing the Appropriate Assessment Read this 2-page section carefully to be clear on how to fulfill special education and ELL assessment requirements for ELLs receiving special education services. 114

115. LEP Exemption Criteria Exemption criteria that reference TEKS or TAKS should be interpreted in accordance with student’s IEP and whether student meets TAKS, TAKS (Accommodated), or TAKS–M participation criteria 115

116. LAT Administrations for ELLs Served by Special Education ELLs served by special education who meet TAKS or TAKS (Accommodated) participation requirements in ARD manual and qualify for LAT take LAT administrations of TAKS Those who meet TAKS–M participation requirements in ARD manual and qualify for LAT take LAT administrations of TAKS–M 116 LAT grades and subjects are – Grades 3–8 and 10 reading/ELA and math Grades 5, 8, and 10 science

117. TELPAS Participation Decisions 117 In rare cases, the ARD committee in conjunction with the LPAC may determine that it is not appropriate for an ELL receiving special education services to participate in a TELPAS assessment for reasons associated with the student’s particular disability. Decisions must be made on a domain-by-domain basis. The decision is indicated as “ARD Decision” in student’s TELPAS record.

118. 118 Frequently Asked Questions

119. FAQs 119 The frequently asked questions on pages 78-84 of the manual provide a quick way to find answers.

120. Deletion of Old FAQ #11 120 Question Since Spanish versions of the grade 6 mathematics and reading tests are no longer available, will sixth-grade ELLs in Spanish bilingual programs now be required to take TAKS in English?

121. Old FAQ #11 121 Answer If the ELL is a recent immigrant, the student may be eligible for a LEP exemption under category 2 since a Spanish-version assessment no longer exists. As in the past, students not eligible for LEP exemptions, students who have already taken the Spanish-version assessment for three years, and students whose number of years of LEP exemptions and Spanish-version testing already totals three are required to take TAKS in English.

122. 122 Appendices

123. 123 Appendix A – Texas Administrative Code Appendix B – Blank Sample Forms Appendix C – Texas Student Assessment Program Chart Appendix D – Instructions Regarding Years in U.S. Schools Data Collection Appendix E – How TELPAS Composite Ratings and Composite Scores Are Generated Appendix F – Provisions for Qualifying Unschooled ELL Asylees and Refugees

124. Appendix F - Overview 124  House Bill 3 made special assessment allowances for ELLs who are unschooled asylees and refugees  To conform with legislative changes, Section 101.1010, Provisions for Unschooled Limited English Proficient Asylees and Refugees was added to 19 TAC, Chapter 101, Subchapter AA in the 2009-2010 school year. The new rules may be accessed at http://www.tea.state.tx.us/index4.aspx?id=2296 Provisions for Qualifying ELL Unschooled Asylees and Refugees

125. Appendix F - Overview  The assessment allowances are referred to as special provisions  The special provisions apply to eligible asylees and refugees who  are beyond the LEP exemption/exit level LEP postponement periods granted to them as immigrant ELLs  are not yet in their 6 th year of enrollment in U.S. schools 125 Last year very few students in the state were determined to be eligible for the special provisions

126. Special Provisions Do Not Affect LEP Exemption/Postponement Periods Important:  The special provisions do NOT affect LEP exemptions or LEP postponement decision-making  During the LEP exemption/postponement period, the LPAC makes assessment decisions for an ELL asylee or refugee in accordance with the normal decision-making policies outlined in the manual 126

127. 3 Special Provisions The special provisions address  linguistic accommodations  use of scores in state accountability system  SSI grade advancement 127

128. 1. Linguistic Accommodations  ELL asylees and refugees eligible for the special provisions are required to take state assessments but may be provided allowable linguistic accommodations  In LAT grades and subjects, these students participate in LAT administrations LAT Grades and Subjects  3-8 and 10 mathematics  3-8 and 10 reading/ELA  5, 8, and 10 science 128

129. 1. Linguistic Accommodations  In non-LAT grades and subjects, eligible ELL asylees and refugees take the assessments, and districts use an Accommodations Request Form to submit linguistic accommodation requests to TEA on an individual student basis Non-LAT Grades and Subjects  4 and 7 writing  8 and 10 social studies  9 reading and mathematics  Exit level – all subjects 129

130. Requesting Linguistic Accommodations for Non-LAT Grades and subjects  Accommodation request should  specify that the student qualifies for special provisions as an unschooled asylee/refugee  include information explaining why the accommodation is needed  Districts should follow accommodation request process outlined in the 2010-2011 Accommodations Manual  LPAC should document approved accommodations in student’s permanent record file 130

131. 2. Use of Scores in State Accountability System  Scores are excluded from data used in state accountability rating system  Score exclusion applies across all subject areas (cannot include scores in some subjects and exclude in others) 131

132.  Scores are included in district and campus summary reports (because students are required to test and are not LEP-exempt or postponed under state regulations)  Scores for grades 3–8 and 10 mathematics and reading tests are included in federal AYP accountability measures per federal requirements More on Reporting and Accountability 132

133.  Students in grades 5 and 8 who are eligible for the special provisions are not subject to SSI grade advancement requirements 3. SSI Grade Advancement 133

134. Eligibility Criteria LPAC is responsible for determining whether a student qualifies for the special provisions Criteria:  Student must be identified as LEP as defined by state law and must participate in a state-approved bilingual or ESL program All criteria must be met 134

135. Eligibility Criteria  Student’s permanent record file must have documentation of asylee/refugee status. The student must  be an asylee as defined by 45 Code of Federal Regulations, Section 400.41 or a refugee as defined by 8 United States Code, Section 1101, and  have a Form I–94 Arrival/Departure record, or a successor document, issued by the United States Citizenship and Immigration Services that is stamped with “Asylee,” “Refugee,” or “Asylum.” 135

136. Eligibility Criteria  Student must be beyond the grades 3-10 LEP exemption or exit level LEP postponement period but not yet in the 6th school year of enrollment in U.S. schools 136

137. Eligibility Criteria  Student’s permanent record file must document that: 1. the student had little or no formal schooling outside the U.S. and lacked basic primary language literacy upon enrollment in school in the U.S. In cases where the first school year in the U.S. was kindergarten or grade 1, the permanent record file must contain documentation that the student, in addition to lacking proficiency in the English language, lacked rudimentary school readiness skills upon enrollment; 2. the student is being provided linguistic accommodations and other ongoing interventions by the district to meet the student’s unique affective, linguistic, and cognitive needs; and 3. as of the semester of the test administration, the student continues to lack the necessary foundation in the TEKS as a result of the student’s inadequate schooling outside the U.S. 137

138. IMPORTANT: Answer Document Coding  Code LEP-exempt or postponed asylees/refugees as you would any LEP-exempt or LEP-postponed ELL  Answer document coding does differ for asylees/refugees who qualify for the special provisions 138 Appropriate coding ensures the exclusion of the student’s scores from state accountability rating system (exclusion is not subject- specific) Coding instructions are in Appendix G of the 2011 District and Campus Coordinator Manual

139. Contact Information 139 E-mail address: ELL.tests @ tea.state.tx.us TEA Student Assessment Division phone number: (512) 463-9536 This manual and PowerPoint are posted in the “ELL Assessment Information” section of the TEA Student Assessment Division website: www.tea.state.tx.us/student.assessment/ell