LPAC framework

Procedural Manual for the 2010–2011 School Year

Prepared by the Texas Education Agency

Student Assessment Division

What’s New in This Year’s Manual

✎ Updated background on state assessment requirements for ELLs See pages 4–6.

✎ Updated information about the use of TELPAS in accountability measures and performance-based monitoring See pages 69–70.

✎ Updated state assessment results See pages 71–72.

Copyright © 2010, Texas Education Agency. All rights reserved.

Foreword

Section 39.027 (e) of the Texas Education Code (TEC) requires the Texas Education Agency (TEA) to develop an assessment system that evaluates the academic progress, including reading proficiency in English, of English language learners (ELLs). In addition, Section 39.023 (m) of the TEC requires TEA to develop procedures for language proficiency assessment committees (LPACs) to follow to ensure that exempted ELLs are administered the state’s assessments of academic skills at the earliest practical date.

This manual has two purposes: (1) to guide LPACs in making decisions about the inclusion of ELLs in the Texas Student Assessment Program, and (2) to help districts meet the educational needs of second language learners.

Five major topics are covered in this manual:

• determining student instructional needs

• providing instructional interventions

• monitoring student progress

• making assessment decisions

• maintaining necessary documentation

Education service centers (ESCs) will provide school districts and charter schools with training about the procedures in this manual.

The terms limited English proficient (LEP) students, ELLs, and second language learners are used interchangeably in this manual.

LPACs are required to follow the procedures in this manual to implement the assessment requirements of the Texas Student Assessment Program.

2010–2011 LPAC Decision-Making Process for the Texas Assessment Program i

Table of Contents

Overview ........................................................................................................................................ 1 Components of the Texas Student Assessment Program ...................................................................2 Background on State Assessment Requirements for ELLs ................................................................4 Role of the LPAC............................................................................................................................7

Decisions About Administering TAKS in English or Spanish ........................................................ 8

LEP Exemptions for Students in Grades 3–10 ............................................................................. 11 General Exemption Criteria ..........................................................................................................12 Specific Exemption Criteria for Students in Category 1 .................................................................15 Summary of Exemption Criteria—Category 1 ..............................................................................22 Specific Exemption Criteria for Students in Category 2 .................................................................23 Summary of Exemption Criteria—Category 2 ..............................................................................30 Linguistically Accommodated Testing............................................................................................31

Exit Level LEP Postponement ...................................................................................................... 38

Student Examples ........................................................................................................................ 42

Documentation Requirements for Students Granted a LEP Exemption ...................................... 46 Summary of Documentation Required for LEP-Exempt Students .................................................47 Documentation Concerning General Exemption Criteria .............................................................48 Documentation Concerning Specific Exemption Criteria ..............................................................49

Using State Assessment Results to Monitor Progress ................................................................... 63 About TELPAS .............................................................................................................................64 Using Individual Student TELPAS and TAKS Results ...................................................................67 Use of TELPAS in Accountability Measures and Performance-Based Monitoring ..........................69 Interpreting Spring 2010 TELPAS Summary Reports ...................................................................71

Provisions for ELLs Receiving Special Education Services .......................................................... 73 Choosing the Appropriate Assessment ...........................................................................................74 TELPAS Reading Participation Guidelines for Grades 2–12 ..........................................................76 Participation Guidelines for TELPAS Holistically Rated Assessments ............................................77

Frequently Asked Questions ........................................................................................................ 78

Appendices................................................................................................................................... 85 A. Texas Administrative Code .......................................................................................................86 B. Blank Sample Forms .................................................................................................................87 C. Texas Student Assessment Program Chart...............................................................................100 D. Instructions Regarding Years in U.S. Schools Data Collection ................................................101 E. How TELPAS Composite Ratings and Composite Scores Are Generated ...............................102 F. Provisions for Qualifying Unschooled ELL Asylees and Refugees ...........................................103

2010–2011 LPAC Decision-Making Process for the Texas Assessment Program ii

Overview

2010–2011 LPAC Decision-Making Process for the Texas Assessment Program 1

Components of the Texas Student Assessment Program

• The Texas Assessment of Knowledge and Skills (TAKS) measures a student’s mastery of core content areas of the state-mandated curriculum, the Texas Essential Knowledge and Skills (TEKS). TAKS includes a form called TAKS (Accommodated) for students receiving special education services who meet the eligibility criteria for specific accommodations. This is a general assessment based on the same grade-level academic achievement standards as TAKS. The TAKS (Accommodated) form includes format changes (larger font, fewer items per page) and contains no embedded field-test items. TAKS (Accommodated) is administered in the same grades and subjects as TAKS, including all Student Success Initiative (SSI) and exit level retest opportunities.

TAKS, including TAKS (Accommodated), is administered in English for

Grades 3–9 reading

Grades 3–10 and exit level mathematics

Grades 4 and 7 writing

Grade 10 and exit level English language arts (ELA)

Grades 5, 8, 10, and exit level science

Grades 8, 10, and exit level social studies

TAKS, including TAKS (Accommodated), is administered in Spanish for


Grades 3–5 mathematics

Grade 4 writing

Grade 5 science

• TAKS–Modifi ed (TAKS–M) is an alternate assessment based on modified academic achievement standards and is designed for students receiving special education services who meet participation requirements for TAKS–M. TAKS–M participation requirements can be found on the TAKS–M Resources page at http://www.tea.state.tx.us/student.assessment/resources/taksm. Each TAKS–M test covers the same grade-level content as TAKS, but TAKS–M tests have been changed in format (larger font, fewer items per page, etc.) and test design (fewer answer choices, simpler vocabulary and sentence structure, etc.).

TAKS–M is administered in English for

Grades 3–9 reading, including SSI retest opportunities in grades 5 and 8

Grades 3–11 mathematics, including SSI retest opportunities in grades 5 and 8


Grades 10 and 11 English language arts (ELA)

Grades 5, 8, 10, and 11 science

Grades 8, 10, and 11 social studies

• TAKS–Alternate (TAKS–Alt) is an alternate assessment based on alternate academic achievement standards and is designed for students with significant cognitive disabilities receiving special education services who meet the participation requirements for TAKS–Alt. TAKS–Alt participation requirements can be found on the TAKS–Alt Resources page at http://www.tea.state.tx.us/student.assessment/resources/


http://www.tea.state.tx.us/student.assessment/resources/taksalt

taksalt. TAKS–Alt is not a traditional paper or multiple-choice test. Instead, it involves teachers observing students as they complete state-developed assessment tasks that link to the grade-level TEKS. Teachers then evaluate student performance based on the dimensions of the TAKS–Alt rubric and submit results through an online instrument. This assessment can be administered using any language or other communication method routinely used with the student.

TAKS–Alt is administered for


Grades 3–11 mathematics


Grades 10 and 11 English language arts (ELA)

Grades 5, 8, 10, and 11 science

Grades 8, 10, and 11 social studies

• Linguistically accommodated testing (LAT) is an assessment process for immigrant English language learners (ELLs) who meet eligibility criteria in accordance with state and federal law. LAT participation requirements are found in this manual. The LAT process enables eligible immigrant ELLs to be assessed with linguistic accommodations that help them better understand the language used on the tests.

LAT administrations are available for

Grades 3–8 reading and grade 10 ELA

Grades 3–8 and 10 mathematics

Grades 5, 8, and 10 science

LAT administrations are available for eligible immigrant ELLs receiving special education services for whom TAKS, including TAKS (Accommodated), and TAKS–M are appropriate. Spanish-version LAT forms are available in grades 3–5 for TAKS, including TAKS (Accommodated).

• The Texas English Language Proficiency Assessment System (TELPAS) assesses the progress that ELLs make in learning the English language. TELPAS is composed of holistically rated assessments and multiple-choice tests. The TELPAS holistically rated assessments are based on ongoing classroom observations and written student work.

The holistically rated assessments are administered for

Grades K–1 listening, speaking, writing, and reading

Grades 2–12 listening, speaking, and writing

The TELPAS multiple-choice reading assessments for grades 2–12 are administered as an online testing program. TELPAS participation requirements are found in this manual.

For a chart illustrating the grades and subjects assessed by each component of the Texas Student ✎ Assessment Program, see Appendix C.

For more information about the Texas state assessments, visit the Texas Education Agency ✎ Student Assessment Division website at http://www.tea.state.tx.us/student.assessment.


http://www.tea.state.tx.us/student.assessment/resources/taksalt

Background on State Assessment Requirements for ELLs

ELLs make up a large and growing group of students in Texas. The number of ELLs in Texas public schools has risen steadily during the past decade—from about 570,000 in 2001 to more than 800,000, or about 1 in 6 students, in 2010. Approximately 90% of Texas public school ELLs are Spanish-speaking, with more than 100 other languages represented. A 2008 National Education Association Policy Brief titled English Language Learners Face Unique Challenges reported ELLs to be the fastest growing student population in U.S. public schools. The nation’s public school enrollment of ELLs at that time was more than five million. According to statistics cited in the brief, this number is projected to reach approximately 10 million by 2015.

Most ELLs in the United States, Texas included, are U.S. born and educated. The recent immigrant population in Texas is sizable, however. In spring 2010, more than 15% of Texas ELLs in grades 4–12, approximately 1 in 6 of these students, were reported through TELPAS as being in U.S. schools for three school years or less.

Research indicates that it takes a number of years for individuals who are learning a second language to become fluent enough to use their second language effectively and independently in academic settings. For ELLs in U.S. school settings, the amount of time it takes is influenced by factors such as the ELL’s initial level of English proficiency, native language literacy, prior academic preparation, socioeconomic status, and mobility, as well as by the quality of the student’s daily instruction.

Differing Federal and State Assessment Requirements for ELLs

Texas law provides for the administration of Spanish versions of TAKS in grades 3–5, the grades in which large numbers of Spanish-speaking ELLs receive native language instruction. For eligible recent immigrant ELLs for whom Spanish-version tests are not appropriate or available, Texas law provides for limited test exemptions for a maximum of three years. State law requires the commissioner of education to establish rules to ensure that, within the specified time periods, exempted students are included in the assessment program at the earliest practical date. The vast majority of ELLs in grades 3 through high school take TAKS assessments in English. ELLs who have disabilities and receive special education services participate in TAKS, TAKS (Accommodated), TAKS–M, or TAKS–Alt in accordance with state-established eligibility criteria.

Federal regulations prohibit test exemptions from federally mandated assessments. Accordingly, all ELLs, including recent immigrant students granted a limited English proficiency (LEP) exemption under Texas law, must be assessed in mathematics and reading in grades 3–8 and 10, as well as in science in grades 5, 8, and 10. Reading and mathematics test participation and performance data are used in the federally required Adequate Yearly Progress (AYP) accountability system. In response to the federal mandate prohibiting test exemptions, ELLs who are granted an exemption under Texas law are permitted to take TAKS tests using a state-established linguistically accommodated testing (LAT) process, which is intended to increase their ability to understand the language of the tests. The scores of these students are used for federal accountability only. Given that these students are exempt from testing under state law, their scores are not used in state accountability measures, Student Success Initiative grade advancement decisions, or district and campus TAKS performance summaries.

More information about the LAT assessment process may be found beginning on page 31. Detailed information about how LAT results are used in federal AYP accountability measures may be found on the TEA Performance Reporting Division’s Adequate Yearly Progress webpage at http://www.tea.state.tx.us/ayp.


ELL Assessment Methods and Policies

State assessment results have significant consequences for school districts and students. Indicators of academic achievement based on test scores weigh heavily in educational accountability systems, and scores on state assessments affect the ability of students to advance to the next grade and graduate from high school.

The federal regulations that require all recent immigrant ELLs to be included in federally required assessment and accountability measures have spurred the need for research on how to accurately assess the academic skill levels of ELLs with emergent levels of English. Test validity refers to the extent to which tests measure what they purport to measure. When ELLs take tests in English, the validity of inferences drawn from their test scores is affected when students miss test questions not because they do not know the subject matter of interest but because the students do not understand the English used in the test questions.

Studies that relate the validity and reliability of assessment methods for ELLs to their levels of English language proficiency constitute a relatively new area of research. The outcome of this research may serve to inform federal and state policy decisions for appropriately including ELLs in assessment and accountability systems.

Federal and State Uses of TELPAS Results

Federal regulations require that all ELLs, in addition to participating in academic skill assessments, take state-administered English language proficiency assessments that measure their English acquisition. TELPAS measures English language proficiency in accordance with the Texas English Language Profi ciency Standards (ELPS), which all teachers of ELLs are required to teach in addition to the subject matter within the Texas Essential Knowledge and Skills (TEKS) curriculum standards.

Under federal law, states are required to implement Annual Measurable Achievement Objective (AMAO) accountability measures unique to ELLs. These measures are intended to increase the rate at which ELLs learn English and achieve academic success. Two AMAO indicators use TELPAS results, and a third indicator uses TAKS results.

TELPAS results are also used in the state-established Performance-Based Monitoring Analysis System (PBMAS). In addition, beginning in 2011, an ELL progress measure, which uses both TELPAS and TAKS results, will be incorporated with other performance measures in the state accountability rating system.

More information about the ELPS, TELPAS, and the use of TELPAS in federal and state accountability measures may be found beginning on page 64.

Meeting the Needs of the Second Language Learner

English language learners come from a variety of language backgrounds, cultures, and educational settings. Some are born in the U.S. and educated here from kindergarten on, while others are immigrants who may be in any grade when they arrive in the U.S. Immigrant students come to the U.S. with varying knowledge of the English language. They also have widely differing educational backgrounds. Some immigrants have had excellent academic preparation; others have had limited prior school experience. The instructional programs that schools are required to provide to second language learners also vary. These differences make it essential for decisions concerning instruction and assessment to be made on an individual student basis.


The following goals for instructing English language learners provide the framework for the state assessment requirements.

Goals

When the needs of ELLs are addressed promptly and effectively,

• most ELLs who have been in U.S. schools since first grade will be able to meet the requirements of the TEKS in English or Spanish by grade 3.

• most immigrant ELLs in Spanish bilingual programs will be able to meet the requirements of the TEKS in Spanish by the spring of their first school year in the U.S.

• most immigrant ELLs who enter U.S. schools with little or no knowledge of English or with limited prior schooling will be able to meet the requirements of the TEKS by their third year in the U.S.

While some schools have well-established programs that help second language learners reach their full potential, other schools need to take steps to effectively address the needs of this growing student population. Effective instructional programs enable ELLs who have a solid academic foundation to stay in step academically as they learn English. Effective programs intervene quickly on behalf of students who enter the U.S. with limited prior schooling.

This manual is designed to help LPACs include ELLs in the assessment system in a consistent and appropriate manner. Both administering state assessments to second language learners too soon and delaying the assessments too long can have undesirable consequences. Measuring ELLs’ academic skills in English before they have had time to learn English can confound assessment results. Students appear to be behind academically when, in fact, lack of English comprehension may prevent a reliable measure of either academic strengths or weaknesses. In addition, requiring immigrants with limited prior schooling to participate too soon may make instructional programs appear weak when, in fact, there has not been time to teach students the required skills.

On the other hand, delaying the testing of struggling second language learners until they no longer struggle distorts information about how well schools are meeting these students’ educational needs. ELLs must learn not only academic content but also a second language. Their learning load increases substantially when academic instruction is not delivered in a comprehensible manner or when they come to the U.S. with limited prior schooling. When their special needs are not identified and addressed promptly, they may struggle academically long after they have learned the English language.

The assessment provisions in this manual reflect the efforts of Texas educators, policymakers, and citizens to include ELLs in state assessments without delay and in a manner that provides meaningful information about their instruction and learning. The provisions encourage schools to act promptly to deliver the specialized instruction ELLs need to reach their potential and achieve long-term academic success.


Role of the LPAC

This manual is a component of the state assessment system for evaluating the academic progress of ELLs. The LPAC has a vital role in this system.

Section 101.1003 of the Commissioner’s Rules Concerning the Participation of Limited English Profi cient Students in State Assessments requires LPACs to make assessment decisions on an individual student basis and in accordance with administrative procedures established by TEA. This manual’s procedures will help members of the LPAC comply with state requirements as they make assessment decisions and monitor students’ progress and needs.

With regard to exemptions, this manual focuses the LPAC’s deliberations on whether an ELL is having academic or linguistic difficulties that stem from school experiences outside the U.S. Inadequacies in instruction provided in U.S. schools must not enter into the exemption decision.

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, and

• maintain appropriate documentation.

For more information about the duties and composition of the LPAC and about instructional program requirements, refer to the TEA publication titled Language Proficiency Assessment Committee Framework Manual. It may be accessed at http://www.esc20.net/LPACFramework.


Decisions About Administering TAKS in English or Spanish


Decisions About Administering TAKS in English or Spanish

This section of the manual helps LPACs decide whether to administer TAKS in English or Spanish to Spanish-speaking ELLs in grades 3–5. Information specific to ELLs receiving special education services for whom TAKS (Accommodated), TAKS–M, or TAKS–Alt may be appropriate is found in the section of this manual titled “Provisions for ELLs Receiving Special Education Services.”

The Spanish versions of TAKS at grades 3–5 assess the academic progress of Spanish-speaking ELLs who receive academic instruction in Spanish while they learn English.

LPACs are responsible for deciding whether a Spanish-speaking ELL in grades 3–5 should be assessed with TAKS in English or TAKS in Spanish. This decision is to be based on the following:

• the language of instruction and the language in which the student is best able to demonstrate his or her academic skills The decision to

• whether the student has already taken the Spanish-version state administer TAKS in

assessment for three years English or Spanish

• whether the student’s years of LEP exemptions combined with or to grant an exemption may vary

administrations of the Spanish-version state assessment already total by subject area if three years deemed appropriate

by the LPAC.

Students in Bilingual Programs

TAKS in Spanish is generally the appropriate assessment for nonexempt ELLs in bilingual programs who are receiving most of their instruction in Spanish.

TAKS in English is generally the appropriate assessment for nonexempt ELLs in bilingual programs who are receiving most of their instruction in English.

Students must take TAKS in English after they have taken the Spanish-version state assessment for three years or after their years of LEP exemptions combined with Spanish-version testing total three.1

Note the following:

Example 1. A student who took the Spanish-version reading test in grades 3, 4, and 5 is not eligible to take the Spanish-version reading test again in grade 5 if the student is retained. Similarly, an immigrant student who was exempt in grade 3 but took the Spanish-version reading test in grades 4 and 5 is not permitted to take the Spanish-version reading test again in grade 5 if the student is retained. These students must take TAKS in English.

Example 2. When a student is absent from a subject-area test, the student is not eligible for an additional year of exemption or an additional year to take Spanish TAKS.

TELPAS Reading and Spanish TAKS Decisions

The LPAC may decide to administer TAKS in Spanish to an eligible student regardless of the student’s past TELPAS reading test performance if the student

is best able to demonstrate his or her academic skills in Spanish, and •

has taken the Spanish-version test for less than three years or has less than a total of three years of • LEP exemptions plus Spanish administrations.


1

Students in English as a Second Language (ESL) Programs

TAKS in English is generally the appropriate assessment for nonexempt ELLs in ESL programs because academic instruction in these programs is usually delivered in English.

An LPAC may determine, however, that TAKS in Spanish is appropriate for a student in an ESL program if the assessment in Spanish will provide a valid measure of the student’s academic progress. For example, an LPAC may determine TAKS in Spanish to be appropriate for a student who has enrolled in U.S. schools shortly before the TAKS administration and who has received sufficient schooling in Spanish outside the U.S.

When determining whether Spanish TAKS is appropriate for students in ESL programs, the LPAC should carefully consider the student’s language of instruction. A student who has not had recent, ongoing academic instruction or academic support in Spanish may not be able to demonstrate in Spanish what he or she has been taught in English. To demonstrate certain knowledge and skills in Spanish, the student will need to have learned academic terminology in Spanish and acquired grade-level Spanish literacy.

Non-LEP Students in Bilingual Education Programs

In accordance with 19 TAC, Section 101.1007(e), school districts may administer Spanish TAKS to a student who is not identified as limited English proficient but who participates in a bilingual education program if the LPAC determines TAKS in Spanish to be the most appropriate measure of the student’s academic progress. The student may not, however, be administered the Spanish-version assessment for longer than three years.

This regulation is specifi c only to the role of the LPAC in making this assessment decision and does not require the LPAC to conduct other types of LPAC meetings. Local documentation should be kept of the LPAC’s decision to administer the Spanish version of the test to the student.

Non-LEP students in bilingual education programs are not eligible for LEP exemptions.


LEP Exemptions for Students in Grades 3–10


2

34

LEP Exemptions for Students in Grades 3–10

The following procedures are based on the Texas Education Code, Chapter 39, and the Texas Administrative Code, Chapter 101, Subchapter AA. Commissioner’s Rules Concerning the Participation of Limited English Proficient Students in State Assessments. The commissioner’s rules can be accessed at http://www.tea.state.tx .us/rules/home.

ELLs in grades 3–10 must meet all of the following general exemption criteria before an LPAC may consider the need for a LEP exemption from TAKS. An ELL who does not participate in a bilingual or ESL program because of a parental denial is not eligible for a LEP exemption from state assessments. The LPAC must have documentation in the student’s permanent record folder indicating that the student meets all fi ve of these criteria. (Documentation requirements are explained beginning on page 48.)

LEP STATUS

PROGRAM PARTICIPATION

TAKS IMMIGRANT STATUS

YEARS IN U.S. SCHOOLS

GRADES 2–12 TELPAS READING

RATING4

General Exemption Criteria

The student is identified as LEP, as defined by Texas state law in Section 29.052 of the Texas Education Code.

The student is in a state-approved bilingual or English as a second language (ESL) program.

At some point in his or her history, the student has resided outside the 50 U.S. states for at least two consecutive years.2

The student is in his or her first three school years3 of enrollment in U.S. schools.

• The student in his or her second school year of enrollment in U.S. schools has not yet received a rating of

advanced high.

• The student in his or her third school year of enrollment in U.S. schools has not yet received a rating of advanced

or advanced high.

Unless a student meets all five general exemption criteria, the LPAC may not give further consideration to the need for a LEP exemption.

2 This definition of immigrant status is for assessment purposes only. The definition differs from the one used for PEIMS. Country of birth and number of years in the U.S. are not used in determining immigrant status for state assessment purposes. Only students who at some point in their history have resided outside the 50 U.S. states for at least two consecutive years meet this criterion.

3 A partial year of school enrollment in the U.S. counts as one school year for purposes of both TAKS exemption eligibility and TELPAS data collection. Students in their fourth or subsequent school year of enrollment in a U.S. school are not eligible for a LEP exemption even if they have been enrolled for partial school years. Note, however, that schools should not include enrollment in prekindergarten or kindergarten in these counts.

4 RPTE ratings (from spring 2007 or earlier) do not apply here.


http://www.tea.state.tx.us/rules/home

http://www.tea.state.tx.us/rules/home

If a Student Meets All Five General Exemption Criteria

If a student meets all five general exemption criteria, the LPAC will examine additional criteria—termed specific exemption criteria—to determine whether the student qualifies for an exemption. Specifi c exemption criteria will be considered separately for two categories of students, as shown below.

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 who are either (1) in an ESL program or (2) in a bilingual education

program but a native language assessment does not exist

Things to Know About the Specific Exemption Criteria

• The specific exemption criteria require the LPAC to examine an immigrant student’s schooling outside the U.S. in order to determine whether it is reasonable by the spring test administration to expect the student to meet the TEKS requirements as measured by the state academic skills assessment.

• The specific exemption criteria differ according to whether students are in category 1 or 2. Fewer exemptions are necessary for students in category 1 because of the availability of TAKS in Spanish.

• The specific exemption criteria differ according to whether students are in o the first school year of enrollment in the U.S., or o the second or third school year of enrollment in the U.S.

• Recent immigrant ELLs receiving special education services for whom TAKS–M would be the appropriate measure are in category 2 even if they are in a Spanish bilingual program because a Spanish version of TAKS–M does not exist.

A student who does not meet✎ the specific exemption criteria for his or her category is not eligible for a LEP exemption.

Reminder: Regardless of their category, immigrant ELL third graders enrolled ✎ in U.S. schools for all of first, second, and third grade are not eligible for a LEP exemption. Third graders who have been in U.S. schools for all of grades 1, 2, and 3 do not meet the specific exemption criterion related to having had insufficient schooling outside the U.S.


The remainder of this section of the manual is organized as follows:

Specific Exemption Criteria

Students in Category 1 (pages 15–22)

Students in Category 2 (pages 23–30)

First School Year in U.S. Specific exemption criteria Flow chart of LEP exemption decisions

Second and Third School Years in U.S. Specific exemption criteria Flow chart of LEP exemption decisions

LPAC Decision-Making Process Review schooling outside U.S. Determine and monitor interventions Examine current year’s progress Make and document assessment decision

Summary of Exemption Criteria General exemption criteria Specific exemption criteria

First School Year in U.S. Specific exemption criteria Flow chart of LEP exemption decisions

Second and Third School Years in U.S. Specific exemption criteria Flow chart of LEP exemption decisions

LPAC Decision-Making Process Review schooling outside U.S. Determine and monitor interventions Examine current year’s progress Make and document assessment decision

Summary of Exemption Criteria General exemption criteria Specific exemption criteria


Specific Exemption Criteria for Students in Category 1


Category 1—Year 1

Students in Category 1—First School Year in U.S. Immigrant ELLs in Spanish bilingual education programs in grades 3–5 (for whom state assessments exist in both English and Spanish)

When a student in category 1 is in the first school year of enrollment in the U.S. and meets the general exemption criteria on page 12, the LPAC will examine the following specific exemption criteria.

Specific Exemption Criteria for Students in the First School Year of Enrollment in the U.S.

SCHOOLING OUTSIDE U.S.

EFFECT OF CURRENT YEAR’S PROGRESS

The student’s schooling outside the U.S. did not provide the foundation of learning that Texas requires and measures on the state academic skills assessment.

AND

The student’s progress by the spring of the school year has not been sufficient to make up for the differences in his or her schooling outside the U.S.

The following flow chart summarizes the LEP exemption decision process for these students.


Category 1—Year 1

Flow Chart of LEP Exemption Decisions—Category 1 First School Year of Enrollment in U.S.

Does the student meet all five general exemption criteria on page 12?

➢ LEP status The student is not➢ Program participation no

➢ TAKS immigrant status eligible for exemption. ➢ Years in U.S. schools ➢ Grades 2–12 TELPAS reading

rating

yes

Did the student enter U.S. schools without the foundation of learning that Texas norequires at the grade level in which the student is enrolled?

yes

The student is not eligible for exemption.

Does the LPAC have evidence that by the spring of the year the student is not yet progressing satisfactorily in the TEKS at the no grade level of enrollment in either English or Spanish?

yes


The LPAC may exempt the student if it attributes the student’s lack of progress by the spring of the year to the student’s insufficient foundation of learning outside the U.S. See pages 48–62 for documentation requirements. See pages 31–35 for LAT procedures for grades 3–8 and 10.

Category 1 includes immigrant ELLs in Spanish bilingual education programs in grades 3–5 (for whom state assessments exist in both English and Spanish).


5

Category 1—Years 2 and 3

Students in Category 1—Second and Third School Years in U.S. Immigrant ELLs in Spanish bilingual education programs in grades 3–5 (for whom state assessments exist in both English and Spanish)

When a student in category 1 is in the second or third school year of enrollment in the U.S. and meets all five general exemption criteria on page 12, the LPAC will examine the following specific exemption criteria.

Students in category 1 who are in their second or third school year in the U.S. will be eligible for exemption only under rare circumstances.

Specific Exemption Criteria for Students in the Second and Third School Years of Enrollment in the U.S.



There was an extensive period of time outside the U.S. in which the student did not receive schooling, as defined in A and B below.5

A. Students in second school year of enrollment in U.S. While residing outside the U.S., the student did not receive schooling for periods of time totaling at least one school year.

B. Students in third school year of enrollment in U.S. While residing outside the U.S., the student did not receive schooling for periods of time totaling at least two school years.

AND

The extensive absence of schooling outside the U.S. resulted in such limited academic achievement and/or literacy that by the spring of the student’s second or third school year in the U.S., the state assessment in either English or Spanish is still an inappropriate measure of the student’s academic progress.


5 For more information about determining and documenting extensive periods of time in which students did not receive schooling, see page 49.



Flow Chart of LEP Exemption Decisions—Category 1 Second and Third School Years of Enrollment in U.S.


➢ LEP status The student is notno➢ Program participation eligible for exemption. ➢ TAKS immigrant status ➢ Years in U.S. schools ➢ Grades 2–12 TELPAS reading rating

yes

Did the student experience an extensive absence of noschooling outside the U.S. as defined on page 18?

yes


Did the absence of schooling result in such limited academic achievement and/or literacy in both Spanish noand English that the student required significant TEKS instruction below the student’s grade level of enrollment?

yes


Does the LPAC have evidence that in the spring of the second (or third) school year in the U.S. the student is nostill not progressing satisfactorily in the TEKS at his or her grade level of enrollment in either English or Spanish?

yes


The LPAC may exempt the student if it attributes the student’s lack of progress by the spring of the second (or third) school year to the extensive absence of schooling outside the U.S. and resulting limitations in academic achievement and/or literacy. See pages 48–62 for documentation requirements. See pages 31–35 for LAT procedures for grades 3–8 and 10.

Category 1 includes immigrant ELLs in Spanish bilingual education programs in grades 3–5 (for whom state assessments exist in both English and Spanish).


Category 1

LPAC Decision-Making Process for Students in Category 1

The specific exemption criteria require the LPAC to review factors associated with the student’s schooling outside the U.S. and the student’s progress in U.S. schools, as described below.

The documentation LPACs need to maintain for students granted a LEP exemption is described beginning on page 46.

Steps for Decision Making

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

Step 1: Review Schooling Outside U.S.

When the LPAC evaluates the sufficiency of the student’s schooling outside the U.S., documentation is needed concerning (1) the student’s general academic preparedness upon enrollment in U.S. schools and (2) any extensive absences of schooling outside the U.S.6 This information should be documented during the period in which the student initially enrolls and is classified as LEP.7 A newly arrived immigrant is not eligible for exemption unless his or her schooling outside the U.S. did not provide the foundation of learning in English or Spanish required by the TEKS at the student’s current grade level of enrollment.

Step 2: Determine and Monitor Instructional Interventions

Students in category 1 who enter U.S. schools with an insufficient foundation of learning need accelerated instruction to (1) learn material that should have been mastered previously, (2) acquire the current grade’s knowledge and skills, and (3) become proficient in English. The LPAC should coordinate with other appropriate school professionals to determine the type of instructional interventions that will best accelerate the student’s learning. LPACs are required to review and document instructional interventions8 made on behalf of ELLs for whom an exemption is necessary. Linguistically accommodated instruction, which is required by the Texas English Language Proficiency Standards (ELPS), and other carefully targeted instructional interventions should be provided, monitored, and adjusted as needed.

6 Although evidence of an extensive absence of schooling outside the U.S. is not required for a first-year exemption, it is required for a second- or third-year exemption. Determining this information at the time of the student’s enrollment will help the LPAC better understand and meet the student’s instructional needs.

7 If this information was not documented during the initial enrollment/classification period, it must be documented by spring 2011 before the assessment decision is made.

8 An instructional intervention is defined as 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.


Category 1

Step 3: Examine Current Year’s Progress

In the spring of the year (prior to the state assessments), the LPAC will review and document both the student’s academic progress and progress in English language development.

Step 4: Make and Document Assessment Decision

An ELL whose schooling outside the U.S. was insufficient is not eligible for exemption if, by the spring of the year, the student is progressing satisfactorily in the TEKS required at his or her grade level of enrollment. The LPAC may exempt a student who meets all the exemption criteria and is making unsatisfactory progress if the committee considers it unreasonable to expect the student to have overcome the insufficiency of his or her schooling outside the U.S. If an exemption is granted, the reason must be documented and placed in the student’s permanent record file. The following documentation concerning the reason for the exemption should be used for students in category 1.

Year 1

The student meets all general and specific exemption criteria for students in their first school year of enrollment in the U.S. Given the student’s foundation of learning upon entry to U.S. schools, it is not yet reasonable to expect the student to meet the TEKS requirements as measured on the state assessment.

Years 2 and 3

The student meets all general and specific exemption criteria for students in their second (or third) school year of enrollment in the U.S. Given the student’s extensive absence of schooling outside the U.S. and resulting limitations in academic achievement and/or literacy, it is not yet reasonable to expect the student to meet the TEKS requirements as measured on the state assessment.


Category 1

Summary of Exemption Criteria—Category 1

To receive a LEP exemption, students in category 1 must meet all general exemption criteria as ✎ well as the specific exemption criteria applicable to their number of school years of enrollment in the U.S.

Category 1 includes immigrant ELLs in Spanish bilingual education programs in grades 3–5 ✎ (for whom state assessments exist in both English and Spanish).

See pages 31–35 for LAT requirements. ✎

LEP STATUS





RATING9


The student is identified as LEP, as defined by state law in Section 29.052 of the Texas Education Code.

The student is in a state-approved Spanish bilingual program in grades 3–5.

At some point in his or her history, the student has resided outside the 50 U.S. states for at least two consecutive years.

The student is in his or her first three school years of enrollment in U.S. schools.

• The student in his or her second school year of enrollment in U.S. schools has not yet received a rating of advanced high.

• The student in his or her third school year of enrollment in U.S. schools has not yet received a rating of advanced or advanced high.

Specific Exemption Criteria—First School Year in U.S.

SCHOOLING The student’s schooling outside the U.S. did not provide the foundation of OUTSIDE U.S. learning that Texas requires and measures on the state academic skills assessment.

EFFECT OF CURRENT The student’s progress by the spring of the school year has not been sufficient YEAR’S PROGRESS to make up for the differences in his or her schooling outside the U.S.

Specific Exemption Criteria—Second and Third School Years in U.S.



There was an extensive period of time outside the U.S. in which the student did not receive schooling, as defined in A and B below.

A. Students in second school year of enrollment in U.S. While residing outside the U.S., the student did not receive schooling for periods of time totaling at least one school year.

B. Students in third school year of enrollment in U.S. While residing outside the U.S., the student did not receive schooling for periods of time totaling at least two school years.

The extensive absence of schooling outside the U.S. resulted in such limited academic achievement and/or literacy that by the spring of the student’s second or third school year in the U.S., the state assessment in either English or Spanish is still an inappropriate measure of the student’s academic progress.



Specific Exemption Criteria for Students in Category 2


Category 2—Year 1

Students in Category 2—First School Year in U.S. Immigrant ELLs in grades 3–10 who are either (1) in an ESL program or (2) in a bilingual education program but a native language assessment does not exist

When a student in category 2 meets all five general exemption criteria on page 12, the LPAC will examine the following specific exemption criteria.

Specific Exemption Criteria for Students in the First School Year of Enrollment in the U.S.



The student’s schooling outside the U.S. did not provide the foundation of learning that Texas requires and measures on the state academic skills assessment, whether the foundation is in knowledge of the English language or specific academic skills and concepts in the subjects assessed.

AND



See page 10 for situations in which it may be appropriate to administer an ESL student TAKS in Spanish rather than grant a LEP exemption.


Category 2—Year 1

Flow Chart of LEP Exemption Decisions—Category 2 First School Year of Enrollment in U.S.

Does the student meet all general exemption criteria on page 12?

➢ LEP status The student is notno➢ Program participation eligible for exemption. ➢ TAKS immigrant status ➢ Years in U.S. schools ➢ Grades 2–12 TELPAS reading

rating

yes

Did the student enter U.S. schools without the foundation of learning that Texas requires at the student’s grade level of no enrollment, whether the foundation was in knowledge of the English language or specific academic skills and concepts in the subjects assessed?

yes


Does the LPAC have evidence that by the spring of the year the student has not been no able to overcome the differences in his or her schooling outside the U.S.?

yes


The LPAC may exempt the student if it attributes the student’s lack of progress by the spring of the year to the student’s insufficient foundation of learning outside the U.S. See pages 48–62 for documentation requirements. See pages 31–35 for LAT procedures for grades 3–8 and 10.

Category 2 includes immigrant ELLs in grades 3–10 who are either (1) in an ESL program or (2) in a bilingual education program but a native language assessment does not exist.



Students in Category 2—Second and Third School Years in U.S. Immigrant ELLs in grades 3–10 who are either (1) in an ESL program or (2) in a bilingual education program but a native language assessment does not exist

When a student in category 2 is in the second or third school year of enrollment in the U.S. and meets all five general exemption criteria on page 12, the LPAC will examine the following specifi c exemption criterion.

Specific Exemption Criterion for Students in the Second and Third School Years of Enrollment in the U.S.

ACADEMIC By the spring of the second or third school year in the U.S., the LANGUAGE student continues to lack the academic language proficiency in

PROFICIENCY English necessary for the state assessment in English to provide a valid and reliable measure of the student’s academic progress.




Flow Chart of LEP Exemption Decisions—Category 2 Second and Third School Years of Enrollment in U.S.


➢ LEP status The student is not ➢ Program participation no

eligible for exemption. ➢ TAKS immigrant status

➢ Years in U.S. schools ➢ Grades 2–12 TELPAS reading

rating

yes

By the spring of the year, does the LPAC have evidence that the student continues to nolack the academic language proficiency in English for the state assessment in English to provide a valid and reliable measure of the student’s academic skills mastery?

yes


The LPAC may exempt the student if it attributes the student’s lack of academic language proficiency by the spring of the year to the student’s insufficient foundation of learning outside the U.S. See pages 48–62 for documentation requirements. See pages 31–35 for LAT procedures for grades 3–8 and 10.

Category 2 includes immigrant ELLs in grades 3–10 who are either (1) in an ESL program or (2) in a bilingual education program but a native language assessment does not exist.


Category 2

LPAC Decision-Making Process for Students in Category 2

The specific exemption criteria require the LPAC to review factors associated with the student’s schooling outside the U.S. and the student’s progress in U.S. schools, as described below.

The documentation LPACs need to maintain for students granted a LEP exemption is described beginning on page 46.

Steps for Decision Making

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

Step 1: Review Schooling Outside U.S.

When the LPAC evaluates the sufficiency of the student’s schooling outside the U.S., documentation is needed concerning the student’s English language proficiency (oral and reading). This information is gathered when the student initially enrolls and is identified as LEP. If possible, the LPAC should also (1) evaluate the student’s academic preparedness10 and (2) determine whether there were any extensive absences of schooling outside the U.S. This information will help the LPAC better understand and meet the student’s instructional needs.

Step 2: Determine and Monitor Instructional Interventions

Category 2 students who enter U.S. schools with an insufficient foundation of learning need carefully targeted linguistic accommodations and other instructional interventions. In addition to their need to learn English, these students may have weaknesses in academic preparedness. LPACs should coordinate with other appropriate school professionals to determine each student’s strengths and weaknesses and provide interventions that will address the student’s linguistic and academic needs. LPACs are required to review and document instructional interventions11 made on behalf of ELLs for whom an exemption is necessary. Linguistically accommodated instruction, which is required by the Texas English Language Proficiency Standards (ELPS), and other carefully targeted instructional interventions should be provided, monitored, and adjusted as needed.

10 When a student has little or no knowledge of the English language, it may not be possible to assess a student’s academic preparedness in English using standardized assessment methods. When identifying LEP students, LPACs are not required to assess students in ESL programs using standardized primary language assessments but are encouraged to do so if they have the necessary tests and personnel. Documentation of academic preparedness may also come from student records and classroom observations and interactions.

11 An instructional intervention is defined as 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.


Category 2

Step 3: Examine Current Year’s Progress In the spring of the year (prior to the state assessments), the LPAC will evaluate and document the student’s progress. In the student’s first school year in the U.S., both academic language proficiency in English and progress in the academic skills required by the TEKS are considered in the exemption decision.

In the student’s second or third school year in the U.S., the exemption decision is based on whether the student has the academic language proficiency in English necessary to demonstrate his or her academic skills in a valid and reliable manner. A student with academic language proficiency in English has minimal or no difficulty with the grade-appropriate English used in class, textbooks, and tests.

Note that a student’s progress must be reviewed in the spring of the year; a student may not be exempted solely on the basis of the previous year’s TELPAS reading rating.

Step 4: Make and Document Assessment Decision If the student meets all the exemption criteria, the LPAC will determine whether it is as yet unreasonable, given the student’s school experiences outside the U.S., to expect the student to meet the assessment requirements12 by the time of the test administration.

• For a student in the first school year in the U.S., the LPAC may grant an exemption if the student is not progressing satisfactorily in the TEKS required at his or her grade level of enrollment, either in terms of academic language proficiency in English or academic concepts and skills measured on the state assessment.

• For a student in the second or third school year in the U.S., the LPAC may grant an exemption if the student continues to lack the academic language proficiency in English necessary for the state assessment to provide a valid and reliable measure of the student’s academic progress.

If an exemption is granted, the reason must be documented and placed in the student’s permanent record file. The following documentation concerning the reason for the exemption should be used for students in category 2.

Year 1

The student meets all general and specific exemption criteria for students in their first school year of enrollment in the U.S. Given the student’s foundation of learning upon entry to U.S. schools, it is not yet reasonable to expect the student to meet the TEKS requirements as measured on the state assessment.

Years 2 and 3

The student meets all general and specific exemption criteria for students in their second (or third) school year of enrollment in the U.S. Given the student’s foundation of learning upon entry to U.S. schools, it is not yet reasonable to expect the student to have acquired the academic language proficiency necessary for the state assessment in English to provide a valid and reliable measure of the student’s academic progress.

12 In some cases it may be appropriate to administer TAKS in Spanish. See pages 9–10 for more information.


Category 2

Summary of Exemption Criteria—Category 2

To receive a LEP exemption, students in category 2 must meet all general exemption criteria as ✎ well as the specific exemption criteria applicable to their number of school years of enrollment in the U.S.

Category 2 includes immigrant ELLs in grades 3–10 who are either (1) in an ESL program or ✎ (2) in a bilingual education program but a native language assessment does not exist.

See pages 31–35 for LAT requirements. ✎


LEP STATUS





RATING13

The student is identified as LEP, as defined by state law in Section 29.052 of the Texas Education Code.

The student is served in a state-approved ESL or bilingual education program as defined for category 2.

At some point in his or her history, the student has resided outside the 50 U.S. states for at least two consecutive years.

The student is in his or her first three school years of enrollment in U.S. schools.

• The student in his or her second school year of enrollment in U.S. schools has not yet received a rating of

advanced high.

• The student in his or her third school year of enrollment in U.S. schools has not yet received a rating of advanced or advanced high.

Specific Exemption Criteria—First School Year in U.S.


The student’s schooling outside the U.S. did not provide the foundation of learning that Texas requires and measures on the state academic skills assessment, whether the foundation is in knowledge of the English language or specific academic skills and concepts in the subjects assessed.



Specific Exemption Criteria—Second and Third School Years in U.S.

ACADEMIC By the spring of the second or third school year in the U.S., the LANGUAGE student continues to lack the academic language proficiency in

PROFICIENCY English necessary for the state assessment in English to provide a valid and reliable measure of the student’s academic progress. 13



Linguistically Accommodated Testing

The No Child Left Behind Act of 2001 requires states to assess all students in federally mandated grades and subjects. The state of Texas uses linguistically accommodated testing (LAT) procedures to assess recent immigrant ELLs who are determined to be LEP-exempt from testing under state policy.14 The LAT process enables these students to be provided linguistic accommodations that help them better understand the language used on the tests.

LAT administrations are available in the following federally required subjects and grades:

• mathematics at grades 3–8 and 10

• reading at grades 3–8 and ELA at grade 10

• science at grades 5, 8, and 10

For reading and ELA, LEP-exempt students do not participate in LAT administrations in their fi rst school year in the U.S. They take just the TELPAS reading test to meet federal requirements.

Districts receive LAT results with their TAKS and TAKS–M results. The same performance standards apply to LAT administrations as to TAKS and TAKS–M. Student-level test results are provided; however, LAT performance of LEP-exempt students is not included in district and campus summary reports. Such students are designated as “LEP-exempt” in the summary reports.

LAT process for TAKS–M: Procedures for LAT administrations of TAKS and TAKS–M differ slightly. TAKS–M differences are explained on page 35. More information about LAT administrations for ELLs receiving special education services may be found on page 75.

LPAC Role

The Texas English Language Proficiency Standards (ELPS) require school districts to provide linguistically accommodated instruction to all ELLs in accordance with their English language proficiency levels in order to support their learning of English and grade-level subject matter. The 2010–2011 Accommodations Manual is a useful resource for professional development and planning related to meeting the linguistic accommodation needs of ELLs.

For those ELLs for whom a LEP exemption may be necessary, the LPAC should coordinate with other appropriate school professionals to document the instructional interventions, including linguistic accommodations, that are to be provided to the student during instruction. This instructional coordination is vital for students for whom LEP exemptions may be necessary. As described in the decision-making steps on pages 20 and 28, linguistic accommodations should be provided and monitored throughout the year. See pages 51 and 52 for documentation requirements and a form that may be used.

Some linguistic accommodations used during instruction are not applicable or allowable in a standardized testing situation. Prior to the spring test administrations, when LEP exemption decisions are made, the student’s linguistic accommodations should be reviewed and decisions made about the accommodations to provide during LAT administrations. LPAC members (and ARD committee members if the ELL also

14 See Appendix F for information about unschooled asylees and refugees.


receives special education services) will need to collaborate with the subject-area teacher of the student and the testing coordinator to

• make and document decisions concerning the linguistic accommodations to be provided;

• determine the need for individual versus small-group LAT administrations; and

• identify appropriate LAT test administrators.

LAT Accommodations

Linguistic accommodations used during testing are categorized according to whether they provide indirect or direct linguistic support. The 2010–2011 Accommodations Manual and the LAT test administrator manual describe each LAT accommodation in detail. Be sure to use these resources when LAT accommodation decisions are made.

Accommodations providing indirect linguistic support do not need to be documented for individual students. They are built into the test administration procedures. The chart below summarizes the indirect support accommodations.

Indirect Support Accommodations

Mathematics/Science Reading/ELA Clarification of Test Directions ✔ ✔ Breaks at Request of Student ✔ ✔

Testing Over Two Days ✔*

*A two-day LAT administration of a TAKS–M reading/ELA test is optional. The LPAC and ARD committee should decide in advance whether the student should complete the test in one or two days.

Decisions concerning LAT accommodations that provide direct linguistic support must be made by the LPAC (and ARD committee, if applicable). These decisions must be documented in the student’s permanent record file and, in the case of an ELL receiving special education services, in the student’s individualized education program (IEP). The decisions must be based on the individual needs of the student and whether the accommodation is used routinely in instruction and testing. Testing personnel will indicate the student’s LAT participation on the test answer document. The following charts show the direct support accommodations and the tests to which they apply.

Direct Support Accommodations

Mathematics and Science Accommodations

Linguistic Simplification* ✔

TAKS, Including TAKS (Accommodated)

✔

TAKS–M

Oral Translation ✔ ✔ Reading Assistance ✔ ✔ Bilingual Dictionary ✔ ✔ Bilingual Glossary ✔ ✔ English and Spanish Tests Side by Side (Grades 3–5)

✔

*For TAKS, including TAKS (Accommodated), secure linguistic simplification guides are provided to test administrators for use with this accommodation. Linguistic simplification is an allowable accommodation for

LAT administrations of TAKS–M, but linguistic simplification guides are not provided.


Reading/ELA Accommodations for TAKS, Including TAKS (Accommodated), and TAKS–M

Grades 3–8 Reading

ELA Reading

ELA Revising and Editing

ELA Written Composition

Bilingual Dictionary ✔ ✔ ✔ English Dictionary ✔ ✔* ✔* Reading Aloud—Word or Phrase ✔ ✔ ✔ ✝

Reading Aloud—Entire Test Item ✔ ✔ ✔ Oral Translation—Word or Phrase ✔ ✔ ✔ ✝

Clarification—Word or Phrase ✔ ✔ ✔ ✝

*All grade 10 students who take TAKS, regardless of whether they take LAT tests, are to have access to English dictionaries and thesauruses for these sections of the test. It is not necessary to predetermine and document the need for this as an accommodation.

✝All grade 10 LAT students (regardless of their approved linguistic accommodations) may receive assistance to understand the written composition prompt and the rest of the instructions on the test page containing the prompt. The language may be clarified, translated, or read aloud at the student’s request. It is not necessary to predetermine and document the need for this as an accommodation. These three types of assistance are not allowed on the written composition itself.

Student scenarios illustrating appropriate linguistic assistance are provided in the LAT test administrator manual. This information should be reviewed when training testing personnel in LAT administration procedures.

For more information about LAT accommodations, see the 2010–2011 Accommodations Manual and LAT test administrator manual.

Planning for LAT Administrations

Rosters that LPAC members and testing coordinators may wish to use to list students and plan for the necessary test administrators, accommodations, testing materials, and testing locations are on pages 36–37.

Scheduling

• LAT mathematics and science administrations are given in one day. LAT reading/ELA administrations for TAKS, including TAKS (Accommodated), are given in two days, with a fixed stopping point at the end of Day 1. LAT test administrators will be given explicit information about where to stop on Day 1 and where to begin on Day 2. LAT mathematics, reading, and science administration dates are as follows:


LAT Mathematics

Grades 3–4, 6–7, and 10 April 25

Grades 5 and 8 May 16

LAT Reading/ELA

Grades 3–4, 6–7, and 10 April 26 and 27

Grades 5 and 8 May 17 and 18

LAT Science

Grades 5, 8, and 10 April 29

• LAT administrations of TAKS–M occur on the same schedule as LAT administrations of TAKS except that a two-day administration of LAT reading/ELA for TAKS–M is optional. See the next page for details about two-day administrations of TAKS–M for reading/ELA.

• In rare instances, a student taking a LAT administration may be LEP-exempt in some subjects but taking regular TAKS tests in other subjects. In such cases, the student’s testing schedule may need to be adjusted to enable the student to take all necessary tests. Tests scheduled the week of April 25 must be completed between April 25 and April 29, and May testing for affected students must be completed between May 16 and May 20.

Test Administrator Training

• LAT test administrators are required to receive general test administration training as well as specialized training in LAT procedures. The LAT test administrator manual provides example test questions and student scenarios to use in training LAT test administrators. Training slides will be available on the TEA Student Assessment Division website prior to the spring 2011 administrations.

Accommodations

• LAT administrations often require more than one type of linguistic accommodation.

• In addition to linguistic accommodations, a student taking a LAT administration who is receiving special education services may be eligible for accommodations related to his or her disability, as indicated in the 2010–2011 Accommodations Manual.

Test Booklets

• LAT test booklets for TAKS, including TAKS (Accommodated), indicate “LAT” on the cover and are not interchangeable with TAKS tests. For students taking a LAT administration of TAKS (Accommodated), use the test booklet that is marked “LAT.” The format accommodations provided for TAKS (Accommodated) are also used on the LAT administrations of TAKS.

• For LAT administrations of TAKS, including TAKS (Accommodated), in grades 3–5, students may use an English-version test booklet or Spanish-version test booklet. For mathematics and science, the English and Spanish LAT tests are transadaptations and may be used together in the side-by-side linguistic accommodation. The grades 3–5 reading tests are not transadaptations and must NOT be used together.


Test Administration

• Students taking LAT administrations must not be tested in a room with students taking regular TAKS tests.

• Students taking LAT administrations should be provided individual or small-group administrations. When small-group administrations are used, students should be seated far enough apart that they are not disturbed by interactions between the test administrator and other students.

• It may be possible to group students taking LAT administrations from more than one grade in the same testing room. Testing personnel should review the needs of the students, their accommodations, their grade levels, and the test administration directions in the LAT test administrator manual when planning how to group students.

Students in grades 5 and 8 who participate in LAT administrations are not subject to the ✎ Student Success Initiative grade advancement requirements.

Summary of Key Procedural Differences for LAT Administrations of TAKS–M

• 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. If a two-day LAT TAKS–M administration is provided for reading/ELA, an appropriate stopping point for the first day will need to be determined in accordance with instructions in the LAT appendix of the appropriate TAKS–M test administration directions.

• Test booklets: With the exception of the TAKS–M ELA test, the regular TAKS–M test booklets are used for LAT administrations. Students taking a LAT administration of the grade 10 TAKS–M ELA test in April use the test booklet marked “LAT.”

• Test administrator manuals: Rather than using the LAT test administrator manual for TAKS, test administrators who provide LAT administrations of TAKS–M will refer to LAT information in the appendix of the appropriate TAKS–M test administration directions. The appendix includes student scenarios and TAKS–M sample items to show how to provide the linguistic accommodations.

• LAT TAKS–M accommodations for mathematics and science: o Linguistic simplification guides are not provided for LAT administrations of TAKS–M. Test

administrators 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.

o Because Spanish versions of TAKS–M are not available, they are not available for LAT administrations of TAKS–M, nor is the accommodation of using English and Spanish tests side by side available.


LAT

Mat

hem

atic

s an

d S

cien

ce A

dm

inis

trat

ion

Pla

nn

ing

Ro

ster

2010–2011 LPAC Decision-Making Process for the Texas Assessment Program

Stu

den

tN

ame

En

roll

edG

rad

e

Pla

nn

edA

cco

mm

od

atio

ns

(See

lis

t b

elo

w.)

No

tes

Ab

ou

tM

ater

ials

Nee

ded

Tes

tA

dm

inis

trat

or

Nam

e

Smal

l G

rou

p v

s.

Ind

ivid

ual

Ad

min

istr

atio

n

Tes

tLo

cati

on

T

est

Dat

e

Lin

guis

tic

Acc

om

mo

dat

ion

s fo

r M

ath

emat

ics

and

Sci

ence

1 =

Lin

guis

tic

Sim

plif

icat

ion

4 =

Bili

ngu

al D

icti

on

ary

2 =

Ora

l Tra

nsl

atio

n5

= B

ilin

gual

Glo

ssar

y3

= R

ead

ing

Ass

ista

nce

6

= E

ngl

ish

an

d S

pan

ish

Tes

ts S

ide

by

Sid

e (G

rad

es 3

–5)

36

LAT

Rea

din

g/E

LA A

dm

inis

trat

ion

Pla

nn

ing

Ro

ster

2010–2011 LPAC Decision-Making Process for the Texas Assessment Program

Stu

den

tN

ame

En

roll

edG

rad

e

Pla

nn

edA

cco

mm

od

atio

ns

(See

lis

t b

elo

w.)

No

tes

Ab

ou

tM

ater

ials

Nee

ded

Tes

tA

dm

inis

trat

or

Nam

e

Smal

l G

rou

p v

s.

Ind

ivid

ual

Ad

min

istr

atio

n

Tes

tLo

cati

on

T

est

Dat

e

Lin

guis

tic

Acc

om

mo

dat

ion

s fo

r R

ead

ing/

ELA

1 =

Bili

ngu

al D

icti

on

ary

4 =

Rea

din

g A

lou

d—

Enti

re T

est

Item

2 =

En

glis

h D

icti

on

ary

5 =

Ora

l Tra

nsl

atio

n—

Wo

rd o

r P

hra

se3

= R

ead

ing

Alo

ud

—W

ord

or

Ph

rase

6

= C

lari

fica

tio

n—

Wo

rd o

r P

hra

se

37

Exit Level LEP Postponement



The following procedures are based on the Texas Administrative Code, Chapter 101, Subchapter AA. Commissioner’s Rules Concerning the Participation of Limited English Proficient Students in State Assessments.

The commissioner’s rules can be accessed at http://www.tea.state.tx.us/rules/home.


ELLs are not eligible for an exemption from exit level testing on the basis of limited English profi ciency. Like other Texas public school students, they are required to perform satisfactorily on the exit level tests in order to fulfill the assessment portion of their graduation requirements.

Although exemptions are not permitted, the LPAC may grant a postponement of the administration of the exit level assessment during a student’s first 12 months of enrollment in U.S. schools. This deferral is called an exit level LEP postponement. The decision to grant a postponement must be made on an administration-by-administration basis, and must allow the student at least one opportunity to take the exit level assessment before the student’s scheduled graduation date.15 LEP postponements are not subjectspecifi c.

Monitoring Student Needs

LPACs should promptly identify any newly arrived immigrant students for whom an exit level LEP postponement may be appropriate. It is important for school professionals to be aware of the unique educational needs of such students. It is equally important for the students to be aware of their course and testing requirements for graduation.

Students for whom a LEP postponement is necessary should be provided with instructional interventions that identify and address their individual needs. They may need special assistance not only with English acquisition and current course content, but also with certain academic content taught to U.S. students in earlier grades. The Texas English Language Proficiency Standards (ELPS) adopted in 2007 require teachers of ELLs to linguistically accommodate (communicate, sequence, and scaffold) their instruction commensurate with their students’ English language proficiency levels in order for them to make appropriate progress in learning English and academic content.

Content area teachers as well as ESL teachers should provide specialized instruction to the newly arrived immigrants in their classes. In order to help these students succeed in academic courses, teachers should be appropriately trained in methods that accelerate the English acquisition and academic achievement of immigrants who enter the U.S. in high school. More information about this type of professional development is available from regional education service centers and the Texas Education Agency.

15 See Appendix F for additional provisions for qualifying unschooled asylees and refugees who have been in U.S. schools for longer than 12 months.


� Documentation

When a student is granted a LEP postponement, the student’s permanent record file must contain documentation of the following:

• the student’s LEP status, program participation, and date of enrollment in U.S. schools;

• evidence of the student’s inadequate foundation of learning outside the U.S., as determined by scores on required assessments for identification and placement administered when the student initially enrolled and was classified as LEP;

• instructional interventions that are being implemented to accelerate the student’s learning; 16 and

• evidence that the student lacks the progress by the time of the test administration for the test to provide a meaningful measure of the student’s skills, as determined by informal assessments or the subject-area teachers’ review of the student’s performance in class.

If a student is granted a postponement from more than one test administration, documentation of the student’s instructional interventions and progress by the time of the test administration must be updated accordingly. LEP postponement decisions must be made and documented on an administration-byadministration basis. If desired, the LPAC may use the form on the following page to document this information.

16 An instructional intervention is defined as 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. The student’s instructional interventions should be documented, monitored, and adjusted as needed to maximize the student’s educational progress. Documentation of instructional interventions for students granted a LEP postponement is required.


__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

Sample Form

Documentation of Decision to Grant an Exit Level LEP Postponement

Campus _________________________ District _________________________ School Year __–__

Student Name: _______________________________________________________ Student ID: ____________________________

Initial Date of Enrollment in U.S. Schools: _____________

Date Identified as LEP: _____________

Dates of Exit Level Assessment from Which Postponement Is Sought: _____________

Evidence of Inadequate Foundation of Learning Outside U.S.

Indicate the test(s) used to determine the student’s inadequate foundation of learning outside the U.S. Keep this form and the complete report of the student’s test results in the student’s permanent record file. The assessment(s) must come from the state-approved list of tests for students in bilingual and ESL programs.

Test Name: ______________ Test Score: ______________ Date Administered: _____________

Test Name: ______________ Test Score: ______________ Date Administered: _____________

Prior Education

List below any information about the student’s educational background that will help teachers and other school professionals address the student’s specific academic and linguistic needs. Professionals planning the instructional interventions for the student will benefit from information about areas of strength as well as areas of educational need.

Description of Instructional Interventions

The following ongoing linguistic accommodations and other instructional interventions are being implemented to target the student’s individual instructional needs.

Linguistic Interventions Academic Skill Interventions

Signature of LPAC member/designee _____________________________________________ Date ___________________

Review of Instructional Interventions

The space below may be used to review the instructional interventions and modify them as needed based on student progress. It is recommended that the LPAC review the instructional interventions at least once per semester prior to the affected exit level test administration.


Evidence of Insufficient Progress by Time of Test Administration

This student has not yet made enough progress for exit level testing to be an appropriate measure of his or her academic skills. This judgment is based on informal assessments or reviews of the difficulty the student has with the English used in class, in texts, and on tests.

Course _____________ Teacher Signature ____________________________ Date _____________






An unreduced version of this form is included in Appendix B, page 98.


LPAC framework

Documents

Transcript of LPAC framework