training on the 2008-2009 lpac decision-making process for the texas assessment program 1

Training on the2008-2009 LPAC Decision-Making

Process for theTexas Assessment Program

Training on the2008-2009 LPAC Decision-Making

Process for theTexas Assessment Program

1

TEA trains ESCs

ESCs train districts

LPACs use manual to make spring 2009 testing

decisions 2

LPAC Decision-

Making Process for

the Texas

Assessment Program

Procedural Manual for 2008-20093

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

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)

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

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

• 1: Summarizes effect of transition on 2007-08 AMAO requirements and plans for current school year

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

A Close Look atA Close Look atthe LPAC Manual

9

1010

Statutory Authority

TEC, Section 39.027(e)

TEC, Section 39.023(m)

Page i

1111

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

1212

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

1313

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

OverviewOverview

Pages 1-8

14

1515

Components of the Texas Assessment

Program• TAKS• TAKS (Accommodated)• TAKS–M • TAKS–Alt • LAT• TELPAS

Pages 2 & 3

1616

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.

1717

Adequate Yearly Progress (AYP)

• ELLs in grades 3–8 and 10 must be included in state reading and math assessments. Most ELLs take TAKS in English or Spanish.

• ELLs designated as LEP-exempt by Texas policy are included in math and reading AYP calculations through TELPAS reading* and LAT.*LEP-exempt first-year immigrants

only

Pages 4 & 5

AYP Inclusion

Subject Test School Yr. in U.S.

AYP Particip

ation

AYP Performan

ce

Math LAT

1st *2nd and 3rd

Reading

andELA

TELPAS

Reading

1st *

LAT 2nd and 3rd

Science: No science results are used in AYP (hence, no LAT science results are used in AYP).

* = not evaluated for AYP

18

1919

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

2020

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

2121

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.

2222

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.

2323

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.

2424

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

2525

3 Educational Goals

The following goals are reinforced by the

assessment requirements.

2626

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.

2727

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.

2828

Goal 3When 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.

2929

Role of the LPAC• In order for the LPAC to implement the testing

requirements, committee members must– adhere to the provisions in this manual,– monitor student progress and determine

appropriate instructional interventions,– make assessment decisions on an individual

student basis,– function as a committee to make assessment

decisions, – document assessment decisions, instructional

interventions for exempted students, and the reason for each exemption in the student’s permanent record file.

TAKS in English or Spanish?

TAKS in English or Spanish?

Pages 10-12

30

3131

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.

3232

Rules

• Spanish TAKS may be taken for 3 years.

• Years of LEP exemption plus Spanish TAKS may not exceed 3.

3333

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.

3434

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.

3535

Subject Area Decisions

The decision to administer TAKS in Spanish or English may vary by subject area.

3636

Students in Spanish Bilingual Programs

Spanish TAKS is generally appropriate for students receiving most of their academic instruction in Spanish.

3737

Students in ESL Programs

Spanish TAKS may

sometimes be appropriate

for a student in an ESL

program.

LEP Exemptions (pages 13-32)

& LAT Administrations

(pages 33-39)

LEP Exemptions (pages 13-32)

& LAT Administrations

(pages 33-39)

38

3939

Commissioner’s Rules

LEP exemption criteria are based on the commissioner’s

rules in the Texas Administrative Code (TAC), Section 101.1007.

(see TAC link in Appendix A)

4040

LPAC Manual Terminology

General exemption criteria

Specific exemption criteria

Category 1

Category 2

4141

Term: General Exemption Criteria

5 “record-keeping” criteria a

student must meet before

LPAC can consider specific

exemption criteria

4242

Criteria relating to whether a LEP student has academic or

linguistic difficulties stemming from schooling outside U.S.

Term: Specific Exemption Criteria

4343

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

4444

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

4545

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

See footnote 7 page 14

4646

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

4747

Answer:This change will have little

impact.• Y1 in US: No impact on 08-09 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 08-09 as Y2 immigrants

• Y3 in US: Could potentially affect small number of 08-09 Y3 immigrants

Potential Impact on Small Number of 08-09 Y2 Immigrants Who Left

US after Y1 Example:

• Spring 07, Y1 in US, LEP-exempt, scored AH on RPTE

• Spent 07-08 school year outside US• 08-09 in US, Y2 in US

The change: 07 RPTE score of AH does not automatically preclude Y2 exemption in 08-09. All other exemption criteria must still be considered, though, to determine exemption eligibility.

48

Example 1: Immigrants Who Left US after Y2 with RPTE Score of A or AH

• Spring 07, Y2 in US, LEP-exempt, scored at least A on RPTE

• 07-08 in Mexico• 08-09 in US, Y3 in US

The change: Previous RPTE score of at least A does not automatically preclude Y3 exemption in 08-09. All other exemption criteria must still be considered, though, to determine exemption eligibility.

Potential Impact on Small Number of

08-09 Y3 Immigrants

49

Example 2: Student not exempt in Y2 based on advanced high RPTE score in Y1 could potentially be eligible for Y3 exemption

(but not likely)

• Spring 07, Y1 in US, LEP-exempt, scored AH on RPTE

• Spring 08, Y2 in US, student took TAKS, scored I on TELPAS reading test

• 08-09 in US, Y3 in US

The change: Previous RPTE score of AH in Y1 does not automatically preclude Y3 exemption in 08-09. All other exemption criteria must still be considered, though, to determine exemption eligibility.

50

5151

Specific Exemption Criteria

Specific exemption criteria differ according to a student’s—• category

• number of school years in the U.S.

5252

• Category 1: pages 17-24

• Category 2: pages 25-32

The specific exemption criteria for these students are in different sections of the manual.

Categories 1 and 2

5353

Specific Exemption Criteria

LPACs must always examine the immigrant’s—

• school experiences outside U.S. and• progress by time of spring testing

5454

Exemption Flow Chartsreinforce 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 inU.S. schools; AND

• their progress is unsatisfactory as of spring testing despite interventions; AND

• LPAC attributes lack of progress to schooling outside U.S.

5555

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.

5656

Category 1— 1st School Year in U.S.

Insufficient schooling outside U.S. = student was not provided the

foundation of learning outsidethe U.S. that Texas requires

at the student’s enrolled grade

5757

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.

5858

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)

5959

Category 2: Insufficient

Schooling Outside U.S.

Insufficient schoolingoutside the U.S. = an inadequate foundation

of learning outside the U.S. in terms of knowledge of English and/or academic skills.

6060

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.

6161

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.

6262

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

6363

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.

6464

• Students must meet all 5general exemption criteria to beeligible for exemption.

• Students must also meet the specific exemption criteria to be eligible for exemption.

Remember

6565

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.

6666

What about the

following

specialcircumstances not

covered in the

manual?

6767

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

6868

Points to Remember in Handling


• 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

6969



• 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

7070



• It must be clear that a decision toexempt was made on an individual student basis (“blanket” decisions are prohibited).

• If a Spanish-speaking student took Spanish TAKS last year, is in an ESL program this year, and is in a grade in which Spanish TAKS is an option, the LPAC must document why Spanish TAKS is not more appropriate than exemption.

Linguistically AccommodatedLinguistically

Accommodated

Testing (LAT)

71

Date LAT Test Grades

Mon, Apr 6 Math 5 and 8

Mon, Apr 27 Math 3, 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 1 Science 5, 8, 10

LAT Scheduling for 2009

72

7373

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

7474

What about LAT and SSI?

• Students assessed with LAT math and reading are not subject to SSI test requirements.

• They do not retake SSI tests if they are not successful.

LAT AccommodationsLAT Accommodations

75

7676

Determining LAT Accommodations

• Multiple accommodations are often appropriate.

• Decisions must be based on the individual needs of the student and whether the accommodations are used routinely in instruction and testing.

• LAT administrations of TAKS vs. LAT administrations of TAKS–M differ somewhat. Page 37 and slides 82-84 outline the key TAKS–M differences.

LAT Accommodations

• LAT accommodations are now described in detail in 2008-2009 Accommodations Manual

• LPAC manual lists LAT accommodations in charts on pages 34-35

77

Allowable LAT Accommodations for Math and Science

Indirect Linguistic Support

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. 78

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.

8080

2-Day LAT Reading/ELA Administrations

Directions in administrator manual indicate where in test booklet to stop at the end of Day 1

8181

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.

8282

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.

8383

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.

8484

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.

8585

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

86


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


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

Planning for LAT AdministrationsPlanning for LAT Administrations

88

8989

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 locationsSee page 36 for details and pages 38 &

39 for LAT Administration Planning Rosters.

Exit Level LEP PostponementExit Level LEP Postponement

Pages 40-43

90

9191

Commissioner’s Rules

The LEP postponement rule is found in the commissioner’s rules in the Texas Administrative Code (TAC), Section 101.1005.

(see TAC link in Appendix A, page 90)

9292

Exemption vs. Postponement

• LEP exemptions apply to grades 3–10 TAKS.

• The LEP postponement applies to exit level TAKS.

9393

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.

9494

LEP Postponement Documentation

• LEP status• Program participation• Length of time in U.S. schools• Evidence of inadequate foundation of

learning outside U.S.• Instructional interventions• Evidence of insufficient progress by

spring(see pages 41 & 42 and sample form on page 43)

Student ExamplesStudent Examples

Pages 44-47

95

9696

6 Student Examples to Review

• Alejandra RuizCategory 1, Year 1

• María DávilaCategory 1, Year 2

• Sergio TorresCategory 1, Year 3

• René RoblesCategory 2, Year 1

• Wang LungCategory 2, Year 2

• Anna HrgovcicCategory 2, Year 3

See pages 44-47

Documentation Requirements for

Exempted Students

Documentation Requirements for

Exempted Students

Pages 48-64

97

9898

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

9999

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

100100

TAKS Immigrant Status

• The TAKS definition of immigrant differs from the PEIMS definition.

• TAKS definition: A student who hasresided outside the 50 U.S. states for at least 2 consecutive years at some point in his or her history.

101101

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.

102102

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.

103103

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

104104

Instructional Interventions

LPACs are required todescribe the instructional interventions that are being implemented to target the individual educational needs of immigrant students for whom an exemption is necessary.

105105

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.

106106

InstructionalInterventions Form

See page 54 of the manual for

a sample form for documenting

instructional interventions for

students in grades 3–10.

107107

Insufficient Progress by Spring

Evidence may come from—• ongoing informal assessments

(inventories and checklists)

OR• teacher reviews of class

performance

108108

Reasons for Exemption

The reasons—

• are provided in the manual

• are to be referenced in documentation

See list on page 59

Using Test Results to

Monitor Progress

Using Test Results to

Monitor Progress

Pages 65-73

109

110110

Using Test Results to Monitor Progress

Schools should use TELPAS

results in conjunction with

TAKS results for instructional

planning.

111111

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.

112112

Purposes of TELPAS

• To assess progress of LEP-exempted students

• To indicate when LEP exemptions areno 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

113113

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.

114114

Understanding the TELPAS Proficiency

Levels

To understand TELPAS results, we must understand what the

TELPAS proficiency levels mean.

Page 69

115115

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

116116

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.

117117

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.

118118

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.

119119

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).

120120

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.

121121

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

122

Language Domain Weights in TELPAS Composite Ratings

This chart shows the weight of each language domain in the overall composite ratings.

Listening

Speaking Reading Writing

5% 5% 75% 15%

These domain weights have been used since

2005-2006 but may change in the future.

Page 106

123

AMAO

Indicator

Target

2005-2006

Target

2006-2007

Target

2007-2008

Target2008-2009

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%

42%

42%

53%

17%

44%

2.5%

26%

44%

50%

60%

-

-

2.5%

25%

40%

50%

60%

TBD

TBD

TBD

TBD

TBD

58%

67%

AMAO Performance Targets

AMAO 1 and 2 targets (standards) for 2008-2009 TBD as of December 2008.

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 Student

s

%B

%I

%A

%H

K–2 303,012

39 26 20 16

3–12 373,622

8 17 30 45

125

K-2 ELLs by Grade: Percent at Each TELPAS Proficiency Level in Spring 2008

(Composite Ratings)

GradeNumber of Students

TELPAS Composite Proficiency Ratings

%B

%I

%A

%H

K–2 Combined

KindergartenGrade 1Grade 2

303,012100,518105,04997,445

39643714

26192930

20112030

1661427

126

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 CombinedSec. Sem. ImmigrantFirst Sem. Immigrant

Two YearsThree Years

Four YearsFive or More Years

No Info Provided

373,6223,971

16,73222,78191,55675,108

161,2312,243

8543719864

10

1720262719171419

3014192630303128

4512192943475143

LEP Students Served by Special Education

LEP Students Served by Special Education

Pages 74-78

127

128

Provisions for LEP Students


LPAC and ARD committees must work in conjunction when making and documenting

assessment and accommodation decisions.



• 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

130130

Provisions for LEP StudentsServed by Special Education

See – • Information about LEP exemptions

from TAKS, TAKS (Accommodated), and TAKS-M (page 75)

• LAT information (pages 75 & 76)

Academic Achievement



• The exemption criteria, found on pages 13-32 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

133133

Provisions for LEP StudentsServed 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

134134

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.

Frequently Asked Questions (FAQs)Frequently Asked Questions (FAQs)

Pages 79-88

135

136136

FAQs

The frequently asked questions

on pages 79-87 of the manual

provide a quick way to find

answers.

137137

Contact Information

• E-mail address: [email protected]

• Student Assessment Division phone number: 512-463-9536

• The LPAC manual and this PowerPoint are posted in the “ELL Assessment Information” section of the Student Assessment Division website.

mailto:[email protected]

training on the 2008-2009 lpac decision-making process for the texas assessment program 1

Documents