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

Training on the LPAC Decision-Making Process for the Texas Assessment ProgramTraining TopicsSTAARSTAAR Decision-Making Guide for LPACsLinguistic Accommodations for ELLs Participating in the STAAR ProgramSuggested documentation formsTAKSTAKS Decision-Making Guide for LPACsSuggested documentation formsTELPASTELPAS Decision-Making Guide for LPACsSpring data collection information

2STAAR Decision-Making Guide33Regulatory Procedural GuideBased on 19 TAC Chapter 101, Subchapter AALPACs should be familiar with these Commissioner of Education rulesTEA is required to develop administrative procedures to implement ELL assessment statutory requirementsLPACs are required to follow these administrative procedures4LPAC Decision-Making Process for STAARLPACs are responsible for following administrative procedures in this guidemaking decisions on individual student basisworking as a committee to make decisionsmaintaining required documentation

5ELPS and TEKSLPAC assessment decision-making process for STAAR supports ELPS and TEKS implementationProcess helps ensure regular monitoring of ELLs progress and linguistic supports they receiveNeeds of ELLs at beginning or intermediate level of English language proficiency are emphasized in Overview section ELPS requirements specific to this group of ELLs should be emphasized in LPAC trainingLPAC procedures required by this guide help monitor needs of these students

6STAAR Program and DecisionsSTAAR encompassesSTAAR (general state assessment)STAAR SpanishSTAAR LSTAAR ModifiedSTAAR AlternateLPACs are required to make and document assessment decisions in accordance with outlined procedures

7STAAR Program and DecisionsIn 20132014, STAAR will be administered to students who were first enrolled in grade 9 or below in the 20112012 school year8STAAR Participation Decisions9Participation in General STAAR AssessmentTaken by ELLs and other students not administered STAAR Spanish, STAAR L, STAAR Modified, or STAAR AlternateLPACs should be aware that STAAR L is for mathematics, science, and social studies, not reading and writingSTAAR Spanish is for grades 35 onlyELLs taking general STAAR assessments are permitted some linguistic accommodations

10Understanding Alignment of STAAR, STAAR Spanish, STAAR LSame: Assessed curriculum and item types STAAR blueprints for building tests Achievement standard alignment Focus on readiness for next grade level or course with goal of postsecondary readiness

Differences have to do with language accessibility: STAAR Spanish uses native language to help students understand language of testSTAAR L provides English language accommodations to help students understand language of test

11ELL Participation in STAAR Spanish and STAAR L12*For STAAR L EOC tests, eligibility can be carried over from spring to the July and December administrations

STAAR Spanish

For students for whom Spanish version of STAAR is most appropriate measure of academic progressSTAAR L*

ELLs for whom all of these apply may take STAAR L:STAAR Spanish not most appropriate measure of academic progress (or does not exist at students grade)Student has not yet attained advanced high TELPAS reading ratingStudent is within first 3 years in U.S. (unless unschooled asylee/refugee, then first 5)STAAR SpanishFor students for whom Spanish version of STAAR is most appropriate measure of academic progress

STAAR L*ELLs for whom all of these apply may take STAAR L: STAAR Spanish not most appropriate measure of academic progress (or does not exist at students grade) Student has not yet attained advanced high TELPAS reading rating Student is within first 3 years in U.S. (unless unschooled asylee/refugee, then first 5)

* For STAAR L EOC tests, eligibility can be carried over from spring to the July and December administrations12STAAR Spanish DecisionsMust be individual student decisionsGrade-based or program-based decisions not authorized LPAC must use input from students teacher(s) in making STAAR Spanish decisionsSTAAR Spanish may be given in grades 35* as long as LPAC determines STAAR Spanish to be most appropriate measure of students academic progress 13* For the STAAR program, whether a student has been retained and would be taking STAAR in Spanish for more than 3 years is not a limiting factor13STAAR Spanish for Students in ESL ProgramsIn addition to being appropriate for ELLs in bilingual programs who are receiving academic instruction in Spanish, STAAR Spanish may sometimes be appropriate for students in ESL programs

ESL program examples:Spanish speakers who have recently moved to the U.S. ELLs who have recently moved from a campus where they were enrolled in bilingual programStudents who receive substantial academic support in Spanish

1414Non-ELLs in Spanish Bilingual ProgramsNon-ELLs in a state-approved bilingual education program may be administered STAAR Spanish if the LPAC determines the assessment in Spanish to be the most appropriate measure of the students academic progressThis is most common in two-way dual language programs but is not necessarily limited to these programsChapter 101 requires the LPAC to make the decision when a request of this type is made for a non-ELLThe LPAC is not responsible for performing the many other LPAC functions they carry out for ELLs15STAAR LSTAAR L is for students who require moderate to substantial linguistic accommodation to understand the English used on STAAR mathematics, science, and social studies assessmentsSTAAR L is not for ELLs for whom a bilingual dictionary and/or extra time suffice. STAAR allows these linguistic accommodationsSTAAR L is for students for whom clarification of word meaning in English and/or reading words aloud (in addition to potentially using a bilingual dictionary and having extra time) is important to their ability to understand challenging material written in English

16STAAR LIf a bilingual dictionary and/or extra time will suffice, the student should take general STAAR, not STAAR L

17STAAR Spanish Considerations in STAAR L Eligibility CriteriaRemember: The first STAAR L eligibility requirement is that STAAR Spanish is not the most appropriate measure of students academic progressThe LPAC must decide that STAAR Spanish is not the assessment that best allows the student to show his or her knowledge and skillsFor Spanish speakers in grades 35 otherwise eligible for STAAR L, this must specifically be discussed by the LPACIf STAAR Spanish would be more appropriate, the student is not eligible for STAAR L

18STAAR L EOC EligibilityFor EOC, eligibility for STAAR L can be carried over from spring to the July and December administrations

Example: A student was in his 3rd year in U.S. schools in the 20122013 school year. He took STAAR L in May, but did not pass. The LPAC may carry over eligibility to both the July 2013 and December 2013 STAAR L EOC administrations. In spring 2014, however, he would be in his 4th year in U.S. schools and no longer eligible for STAAR L

19Individual Student Decisions and Final Decision-Making Close to Assessment TimePrevious slides illustrate some examples of the need for individual student decisions, andthe reviewing of student progress shortly before the assessment (in cases where an assessment decision may change because of progress made)20Different Assessment Decisions for Different SubjectsDecisions will often vary by necessity because of the design of the STAAR program Example: Many ELLs will take STAAR for reading and writing, but STAAR L for mathematics, science, social studiesIt may sometimes be appropriate to give STAAR Spanish in some subjects and STAAR or STAAR L in other subjectsLPAC decisions to give a student one type of assessment for one subject and another type of assessment for another subject should be well-justified in the required documentation

21Assessment Decisions for ELLs Receiving Special Education ServicesELLs receiving special education services may be administered any assessment depending on whether they meet the participation requirementsSTAARSTAAR SpanishSTAAR LSTAAR ModifiedSTAAR AlternateChapter 101 of the TAC requires the LPAC to work in conjunction with the ARD committee to make assessment decisions for these studentsThe collaboration helps ensure that factors related to disabling conditions and second language acquisition are both carefully considered

22STAAR Modified and STAAR AlternateELLs receiving special education services may be administered these assessments if they meet the specific participation requirements for these assessment programsARD committee forms for determining whether students meet the participation requirements are on the TEA STAAR Modified and STAAR Alternate webpagesFew students receiving special education are eligible for these assessments; the number of eligible ELLs will be very small

23STAAR Modified and STAAR AlternateImportant: ELLs participate in these assessments only on the basis of their disability, not second language acquisitionThe LPACs involvement in assessment decision-making for ELLs served by special education should help ensure that ELL participation in these assessments is appropriate 24Linguistic Accommodation Decisions25Linguistic Accommodation ResourcesLinguistic accommodation decisions for STAAR to be made by LPACs in accordance with policies and procedures in two guides:20132014 STAAR Decision-Making Guide for LPACsLinguistic Accommodations for ELLs Participating in the STAAR Program Linguistic accommodation guide above is principal source of linguistic accommodation information

26Accommodations for ELLs with DisabilitiesFor these students, LPACs are responsible for making accommodation decisions for the STAAR program in conjunction with the students ARD or Section 504 committee, as applicableLinguistic accommodation decisionsAccommodation decisions related to the students disabilityThese committees should become familiar with all accommodation information on the TEA Accommodation Resources webpage

27Linguistic Accommodations in InstructionAre required by ELPSSupport learning of both subject matter and EnglishAre to be made by all teachers of ELLsAre monitored and adjusted by teachers as students learn more English

28Linguistic Accommodations During State AssessmentNot all accommodations suitable for instruction are allowable during state assessmentsAccommodations in instruction are designed to foster and support learningAccommodations during assessment allow test to more accurately measure degree students have met curriculum and performance standardsStandardization and test administration logistics narrow accommodation possibilities during state assessments

29STAAR Linguistic Accommodation Eligibility Criteria and DecisionsRefer to linguistic accommodation guideLPACs linguistic accommodation decisions must be made on individual student basisDecisions must be based on students particular needs for second language acquisition supportwhether student is routinely provided the accommodation in instruction and testingProviding unfamiliar accommodations may hinder rather than help studentLPACs must coordinate with subject area teachers

30LPAC RoleIn coordinating with subject area teachers on linguistic accommodations for STAAR, the LPACs role should not be simply to make decisions and process paperwork The LPAC process provides opportunities for guiding teachers, supporting ELPS implementation, and determining needs for professional development

31Coordinating Between LPAC and Testing CoordinatorsTesting coordinators and LPACs must coordinate so that participation and accommodation decisions are available in time to make testing arrangementsRemember, linguistic accommodations not just for STAAR L32Differing Degrees of Linguistic Accommodation33STAAR Spanish: Assessment is provided in students native language; other linguistic accommodations not applicableSTAAR (General)Limited degree of linguistic accommodationSTAARLModerate to substantial degree of linguistic accommodationSTAAR ModifiedDegree varies in accordance with second language acquisition needs of ELLs who qualify for this testSTAAR AlternateNo specific linguistic accommodations; observational, classroom-based assessment design allows other languages and communication methods to be used as neededSTAAR (General)Limited degree of linguistic accommodation

STAAR LModerate to substantial degree of linguistic accommodation

STAAR ModifiedDegree varies in accordance with second language acquisition needs of ELLs who qualify for this test

STAAR AlternateNo specific linguistic accommodations; observational, classroom-based assessment design allows other languages and communication methods to be used as needed

STAAR Spanish: Assessment is provided in students native language; other linguistic accommodations not applicable

33Linguistic Accommodations for STAAR34Math, Science, Social StudiesReading, Writing, English I, English IIBilingual dictionaryExtra time (same day)Grades 35: Dictionaries of various types*Extra time (same day)Clarification in English of meaning of words in writing prompt (applies to all assessments listed above)words in short-answer reading questions (English I-II only)*Dictionary access provided for all students in grade 6 and upMath, Science, Social Studies Bilingual dictionary Extra time (same day)

Reading, Writing, English I, English II Grades 3-5: Dictionaries of various types* Extra time (same day) Clarification in English of meaning of words in writing prompt (applies to all assessments listed above) words in short-answer reading questions (English I-II only)

* Dictionary access provided for all students in grade 6 and up

34Linguistic Accommodations for STAAR LMath, Science, Social StudiesClarification in English of word meaning*Reading aloud of text*Bilingual dictionaryExtra time (same day)35*Provided in online interfaceMath, Science, Social Studies Clarification in English of word meaning* Reading aloud of text* Bilingual dictionary Extra time (same day)

* Provided in online interface35Linguistic Accommodations for STAAR ModifiedMath, Science, Social StudiesReading, Writing, English I, English IIClarification in English of word meaningOral translation*Reading aloud of textBilingual dictionaryBilingual glossary*Extra time (same day)

Clarification in English of word meaningOral translation*Reading aloud of eligible textDictionaries of various types (grades 35)**Extra time (same day)

36*Unique to STAAR Modified**Dictionary access provided for all students in grades 6 and upMath, Science, Social Studies Clarification in English of word meaning Oral translation* Reading aloud of text Bilingual dictionary Bilingual glossary* Extra time (same day)

Reading, Writing, English I, English II Clarification in English of word meaning Oral translation* Reading aloud of eligible text Dictionaries of various types (grades 3-5)** Extra time (same day)

* Unique to STAAR Modified** Dictionary access provided for all students in grades 6 and up

36Extra Time (Same Day) as a Linguistic AccommodationPermitted for any ELL who meets eligibility criteriaNot an automatic decisionAs a linguistic accommodation, this applies only to STAAR assessments administered in EnglishExtra time not permitted beyond regularly scheduled school dayLPACs must adhere to eligibility criteria for this accommodation (page 6 of linguistic accommodation guide)37Extra Time (Same Day) Specific Eligibility CriteriaRoutine use in specified contexts: ELL must need and routinely be provided extra time when completing assignments and assessments that require substantial comprehension or use a substantial amount of EnglishSecond language acquisition needs: Needs must relate to second language acquisition factors, that is, the time the ELL needs to read meaningfully in English (or write a response, as applicable to subject assessed) as a function of learning the English languageNonfactors: Factors that are not ELL-specific must not be considered, such as test anxiety, use of test strategies, or other reasons not related to second language acquisition38DictionariesLPACs should be very familiar with information about allowable types of dictionaries in linguistic accommodation guideLPACs should also be very familiar with STAAR dictionary access policy for all students, which is available on TEAs STAAR Resources webpage athttp://www.tea.state.tx.us/student.assessment/staar/

39The dictionary information on the following slides gives some detailed information that may be helpful at the beginning of the year. 39Dictionaries as a Linguistic AccommodationFour categories:Bilingual dictionaryEnglish/ESL dictionaryNon-English monolingual dictionaryPicture dictionary

40Allowable and Nonallowable FormatsWithin four categories of allowable dictionaries, keep in mind the following guidelines: Paper and electronic dictionary formats are permittedSubject-specific/topic-specific dictionaries (e.g., science dictionaries, academic language dictionaries, etc.) are not permittedBilingual dictionaries must be word/phrase translation dictionaries only; must not define words or illustrate or explain content terminology or conceptsBilingual, ESL, and standard monolingual dictionaries that contain occasional pictures are acceptable as long as the pictures do not illustrate content terminology or concepts

41Allowable and Nonallowable FormatsElectronic devices that translate beyond the level of words and set phrases are not considered bilingual dictionaries and are not permittedStand-alone thesauruses and any allowable dictionary that contains a thesaurus section are permittedOnly dictionaries by reputable dictionary publishing companies should be used (no dictionaries produced by school districts, service centers, etc.) A state list of approved dictionaries will not be issued

42STAAR Reading and Writing Dictionary Policy Grades 6 and UpFor reading and writing onlyFor all Texas students in grade 6 and up, including ELLs (new immigrants too) and students with disabilitiesStandard English dictionaries allowed, as well as bilingual and ESL dictionariesPolicy specifies minimum and recommended numbers of dictionaries per number of students

43STAAR Reading and Writing Dictionary Policy Grades 6 and UpPolicy document notes regarding ELLs:Provide in accordance with ELLs needs and how much used in instruction and classroom testingFor ELLs who depend heavily on them, recommendation is one dictionary per student More than one type of allowable dictionary may be provided to an ELL (or to any student)

44Clarification in English of Word Meaning Writing PromptsAllowable for grades 4 and 7 STAAR writing, English I, and English IIOn per student request basis only, test administrator may clarify meaning of words and phrases on writing prompt pageBefore providing clarification, test administrator should ask whether student has looked up word in dictionary; clarification can be provided to students who still need assistance after using dictionary Grade 4 writing: This requirement does not apply if student is not using dictionary as linguistic accommodation

45Clarification in English of Word Meaning Writing PromptsTest administrator may use simpler English, pictures, and/or gesturesTest administrator is not permitted to reinforce or emphasize any information on prompt page or assist with planning, organizing, or writing of compositionNote: When clarifying the meaning of words, test administrators may reference a dictionary and are not required to give definitions or explanations from memory

46Clarification in English of Word Meaning Short-Answer Reading QuestionsAllowable for STAAR English I and English IIOn per student request basis only, test administrator may clarify meaning of words/phrases in short-answer questionsBefore providing clarification, test administrator should ask whether student has looked up word in dictionary; clarification can be provided to students who still need assistance after using dictionaryClarification is not permitted forlanguage arts termswords/phrases that are part of selection titlewords/phrases that are quoted from selection

47Clarification in English of Word Meaning Short-Answer Reading QuestionsTest administrator may use simpler English, pictures, and/or gesturesTest administrator is not permitted to reinforce or emphasize any part of information or assist with planning, organizing, or writing of responseNote: When clarifying the meaning of words, test administrators may reference a dictionary and are not required to give definitions or explanations from memory

48Clarification in English of Word Meaning & Reading Aloud of Text Math, Science, Social StudiesAllowable for STAAR L, not STAARProvided in the online interface for all students taking STAAR LStudents receive computer-provided clarification assistance by clicking on eligible words and phrases in test questionsReading aloud of text provided by Hear a Word online tool

49Decisions about Special Provision and Exemption50Special English I EOC Provision TAC 101.1007For ELLs who have been enrolled in U.S. schools 3 school years or less (5 or less if qualifying unschooled asylee/refugee), andhave not yet attained TELPAS advanced high reading rating

51Why this provision? In English I/ESOL I, these students may require substantial instructional scaffolding and linguistic adaptation not feasible on standardized language arts assessments

51Special ProvisionWhen enrolled in English I/ESOL I course, eligible ELL shall not be required to retake assessment each time it is administered if student passes course but does not meet standardRule to be posted for public comment in October and become final later this year52Note: Students are not exempt from testing while in the course Provisions do not apply to English II52Exemption for Qualifying Asylees and RefugeesAmendment to 19 TAC 101.1005 allows for the exemption of certain qualifying ELL asylees and refugees from being administered a STAAR assessment in grades 38This exemption only applies to those unschooled asylees and refugees in their first year in U.S. schools

53STAAR L54STAAR L Online TestsSTAAR L is administered as an online testing program in grades 38 and EOCClarification in English and reading aloud is provided in online interfaceNo test administrator-provided accommodationsStudents will need headphones if testing in a groupNo change to mode of testing for STAAR and STAAR Modified

55STAAR L Student TutorialsShould be used to familiarize students with clarification and read aloud accommodations and standard TestNav toolsTest administration directions for STAAR L assessments will assume some familiarity with online interfacehttp://www.texasassessment.com/administrations/STAAR-L/tutorials/

56STAAR L Online Accommodations and LPAC Decision-MakingAll students taking STAAR L will have access to the accommodations of clarification in English and reading aloud of textAs part of the decision-making process, LPACs should determine and document whether the student needs at least one of these accommodations. If not, the student should take STAAR

57STAAR L and SSIBeginning 20132014, 5th and 8th grade students assessed with STAAR L in mathematics will be held to same SSI requirements for both mathematics and reading, including retesting, as students taking the general STAAR assessments5858STAAR L Paper AdministrationsPaper test booklets (and ECGs as applicable) will be approved by TEA in rare circumstancesAccommodations that are not available in TestNavUnavoidable technological problems that make online testing impossibleOther special situations (e.g., homebound students, JJAEPs, etc.)Detailed information about STAAR L paper request process will be posted on Coordinator Manual Resources page at http://www.tea.state.tx.us/student.assessment/manuals/dccm/

59ELLs with Parental Denials60ELLs with Parental DenialsTAC 101.1005 (f)An ELL whose parent or guardian has declined bilingual/ESL services required by state law is not eligible for special ELL assessment, accommodation, or accountability provisionsNo testing in SpanishNo linguistic accommodations during testingNo English I special provisionNo unschooled asylee/refugee provisions

61Documentation of STAAR Test Decisions62Documentation RequirementsWhoWhat DecisionsWhere DocumentedLPACTest ParticipationAccommodations*Special English I ProvisionExemption (asylee/refugee)

Students Permanent Record FileARD Committee

Test ParticipationAccommodations*Students IEPSection 504PlacementCommittee

Accommodations*Students IAP63*Linguistic accommodations and accommodations related to applicable disabilityChart describing who makes what decisions and where the decisions are documented.

The LPAC decides test participation, accommodations*, Special English I Provisions, and asylee/refugee exemptions. The LPAC documents these decisions in the students permanent record file.

The ARD Committee decides tests participation and accommodations* and documents these decisions in the students IEP.

The Sections 504 Placement Committee decides accommodations* and documents these decisions in the students IAP.

* Linguistic accommodations and accommodations related to applicable disability63Suggested Forms for LPAC UseSTAAR Participation and Linguistic Accommodation DecisionsSTAAR Eligibility for Special English I EOC ProvisionStudent History Worksheet

Will be available at http://www.tea.state.tx.us/student.assessment/ell/lpac/

Forms also on BISD website:DepartmentsCurriculum and InstructionBilingual/ESLLPACAssessment

64STAAR Participation and Linguistic Accommodation DecisionsPart I of form addresses justification for test participation decisionTAC 101.1005 requires decision and justification to be documented Part II of form lists test participation and linguistic accommodation decisionsPart II could be copied and provided to testing coordinators65Student History WorksheetMultiple-year student record of number of school years of enrollment in U.S. TELPAS reading rating test decisionsIncludes signature and date area for each years updated Years in U.S. Schools information to help ensure annual accuracy of this important data collection

66TAKS Decision-Making Process67TAKS Decision-Making ProcessNo changes to processApplicable only to students for whom TAKS is a graduation requirementIncludesExit level LEP postponementTAKS provisions for ELLs receiving special education servicesTAKS provisions for unschooled asylees and refugees20132014 TAKS Decision-Making Guide for LPACs and sample documentation forms to be available on LPAC Resources page at http://www.tea.state.tx.us/student.assessment/ell/lpac/68TELPAS69TELPAS ChangesNew standards were set for TELPAS reading.Standards were adjusted to meet the new definition of grade level-appropriate that accompanies the increased rigor of STAAR.Domain weights have shifted in composite score calculations. Reading is now 50% of the total, writing is 30%, and listening and speaking are each weighted 10% respectively.Years in US Schools Data Collection ChangesBeginning with calculations made and reported in 2014, students must be enrolled for 60 consecutive school days in a school year for that year to count as a year in US schools.More specific information regarding these calculations is available on the TEA website.

TELPAS Resources for LPACsYears in U.S. Schools Data Collection DocumentYears in U.S. schools collected annually for each ELL during TELPASUsed in determining performance requirements in varied state and federal accountability measuresDocument will contain complete instructions for determining years in U.S. schools, including 60-day rule information

20132014 TELPAS Decision-Making Guide for LPACs Includes information on assessing ELLs receiving special education services with TELPAS

72ELL Progress Measure

In 2014, ELL progress measure to be used for accountability purposes and reported in the teacher, student, and analytic reporting portals using new domain weights and revised TELPAS standardsMore information available on the ELL Assessments Information webpageKey Dates for Holistically Rated ComponentsDateActivity1/13Assembling and Verifying Grades 212 Writing Collections Course available1/24End date for district coordinator trainingall TELPAS components1/27Online basic training courses for new K1 and 212 raters available1/27Supplemental support provider recorded Web-based training available2/7End date for campus coordinator trainingholistically assessed components2/17End date for training raters and verifiers on administration procedures2/17Earliest eligibility date for TELPAS writing samples2/17Calibration window opens for new and returning ratersfirst 2 sets2/26Third and final calibration set available3/174/9TELPAS assessment windowImportant to EmphasizeHolistic rating training is key.Individuals must complete state-required training and calibration activities to be raters.Those who complete all requirements but dont successfully calibrate by end of set 3 may be raters if district chooses, but districts must provide rating support in manner that assures valid and reliable assessment.Returning raters who have not completed rater training within the last three school years are required to complete the online basic training course before calibrating.Implement validity and reliability checks during testing window.Holistic Rating Training Report EnhancementAt-a-Glance report has been changed to include the amount of time raters spent in calibration sets.TELPAS Student Tutorials

As in the past, tutorials are separate from tests.Recommended for students new to TELPASSeveral different test item formatsSince no sample items with test, practice with item formats and online interface is usefulTutorials available at http://www.TexasAssessment.com/TELPAS-tutorials

Spring ELL Assessment Update TETN

Topics will include:ELL assessment activities for springSTAAR L accommodationstutorials and STAAR L practice setsJanuary 29, 2014 9 a.m. to 12 p.m.Open to ESCs and districts