1 north carolina department of public instruction fran hoch & hope tesh accountability...

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North Carolina Department of Public Instruction

Fran Hoch & Hope Tesh

Accountability Conference 2002

Limited English Proficiency Policy Changes

North Carolina Department of Public InstructionFebruary 18, 2002

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• Summer 2000 –Title I compliance review by the U.S. Department of Education

A Brief History

North Carolina Department of Public InstructionDivision of Accountability Services/Testing SectionFebruary 18, 2002

• November 2000 – NC found to be in “substantial conformance” with Title I.

– One problem cited is the excessive exclusion of students with limited English proficiency

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A Brief History


• November 2000– Reminded that the only students excluded from testing are students who have not been in the LEA for a full academic year (one-year exemption).

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A Brief History


• December 2000 – DPI proposes to U.S. DoEd:1) Initial assessment to determine status (use one assessment for new students statewide beginning 2001-02)

2) Reassess all LEP students in 12 months to determine status (use same assessment)

3) Report growth4) Within 24 months, all LEP students will be required to participate in state assessments

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A Brief History


• December 2000 – U.S. DoEd agrees

• January 2001 – State Board of Education approves

• February 2001 – LEAs notified of changes in guidelines for testing students with LEP (reference February 16, 2001 memorandum from Dr. Henry Johnson)

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A Brief History


• May 2001 – Notification and instructions for reporting on students reaching the checkpoint in 2000-01 •August 2001 - IPT Training provided to local ESL staff

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2001-02 Data Collection


• Data collected by student (grades 1-12)• Data reported on separate scannable documents

– One document for students reaching the checkpoint in 2001-02– One document for receiving initial English language proficiency assessment in 2001-02

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• LEA LEP Coordinator responsibilities

– Completeness and accuracy of data on the scannable document (including corrections)

– Providing completed scannable documents for students that have completed checkpoint assessment to LEA Test Coordinator– Communicating with the LEA Test Coordinator (Plan)

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• LEA Test Coordinator responsibilities

– Scanning documents– Report errors on scannable documents to LEP coordinator

– Communicating with the LEA LEP Coordinator (Plan)

– Providing electronic data file to DPI with all other data at the end of the year

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• Issues to be resolved at the local level– How to assure that a document is completed for every LEP student reaching the checkpoint? Training? Who completes them and where are they stored? –When and how often should completed scannable documents be provided to the LEA test coordinator? As completed? Monthly? End of year? Other?–Communication Issues (missing data, etc.)

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Two Separate Scannable Sheets


• Language Proficiency Test for students at the checkpoint in 2001-2002– Only for students who

were initially assessed during the 2000-2001 school year.

– Transition

• IDEA Language Proficiency Test (IPT)– Only for students

initially assessed during the 2001-2002 school year and beyond

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Language Proficiency Test for students at the checkpoint in 2001-2002


• Indicate the test (LAS, LAB, WOODCOCK-MUNOZ, IPT, or OTHER)• To be completed…..section• Initial and Checkpoint Testing sections• Test Date• Reading, Writing, and Oral Proficiency levels

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®IDEA Language Proficiency Test (IPT) for students initially tested in 2001-2002


• Only used for students initially tested using IPT in 2001-2002• To be completed…section• Initial and Checkpoint Testing sections• Test Date• Indicate the “scores” for Reading, Writing, and Oral proficiency

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®IDEA Language Proficiency Test (IPT) for students initially tested in 2001-2002


• Reading Proficiency (0-51)• Oral Proficiency (A-F)• Writing Proficiency

– Conventions (0-10)– Write a Story #1 (0-3)– Write a Story #2 (0-3)– Write Own Story (0-3)

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Who’s Responsible for the Materials?


• Test and Data Collection Materials

—IPT Test Materials shipped to LEA LEP Coordinator to distribute and store

—Data collection scannable sheets shipped to LEA Test Coordinator to distribute and scan (plan)

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New Testing Policy for LEP Students


• Conclusion on Inclusion– Students are to participate in state testing as soon as progress indicates (Intermediate High or Above)

• Participation is determined by test (Reading, Mathematics, Writing, etc.)

•All must participate in 24 months

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LEP & IEP


• Which is the overriding factor?

–No definitive guidelines

–Best judgement

–Review the different testing instruments

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ESEA Requirements: Changes for 2002-03?


Reading and Math at grades 3-8 annually & 10-12 spanScience (2005-06) in each grade span (3-5, 6-9, &10-12)Tested in English at three consecutive years in USAnnual measurable assessment of LEP students

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Update Guidelines for Testing LEP Students (moving forward)


• LEP Advisory Committee—LEP LEA Coordinators—LEP Teachers—Principals and/or Assistant Principals with LEP experience—LEA Test Coordinators—Community/Parent Advocate

• Meet end of March• New document in April

1 north carolina department of public instruction fran hoch & hope tesh accountability...

Documents

lep students

testing students

year slide

department of education

oral proficiency slide

test las

checkpoint assessment

lea lep coordinator