Training on the 20062007 LPAC DecisionMaking Process for the Texas Assessment Program Grades 312 - PowerPoint PPT Presentation

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Training on the 20062007 LPAC DecisionMaking Process for the Texas Assessment Program Grades 312

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Title: Training on the 20062007 LPAC DecisionMaking Process for the Texas Assessment Program Grades 312


1
Training on the2006-2007 LPAC Decision-Making
Process for theTexas Assessment Program(Grades
3-12)
  • ?

2
TEA trains ESCs ESCs train districts LPACs use
manual to make spring 2007 testing decisions
3
Procedural Manual for Spring 2007
4
Whats New This Year?
  • Update on assessment options for students served
    by special education
  • New LAT reading requirements
  • Updated state assessment results

5
Alternate Assessments for Students Served by
Special Education
  • Alternate assessments when TAKS is not
    appropriate
  • SDAA II ? spring 2007 is last year of SDAA II
  • TAKS-I ? assesses the subjects not covered by
    SDAA II
  • TAKS-Alt ? an online observation tool for
    assessing students with significant cognitive
    disabilities is a field test this year but is
    required for all eligible students
  • TEKS-based LDAAs ? for students whose special
    education accommodations would invalidate TAKS,
    TAKS-I, or SDAA II and who are not eligible for
    TAKS-Alt.

6
Assessment Decisions for LEP Students Served by
Special Education
  • The chapter titled Provisions of LEP Students
    Served Through Special Education has been
    updated to help LPAC and ARD committees
    understand the alternate assessment requirements
    that apply to students depending on their LEP
    exemption status.

7
LAT Math and AYP
  • LAT math examinees in their first school year of
    enrollment in U.S. schools are included in AYP
    participation measures. Their results do not
    count in AYP performance measures.
  • LAT math examinees in their second and third
    school years of enrollment in U.S. schools count
    in both AYP participation and performance
    measures.

8
New Federal Policy Directive LAT Reading
  • Second and third year recent immigrants in Gr.
    3-8 and 10 who are LEP-exempt in reading or ELA
    under state law will no longer be able to be
    counted in AYP through RPTE.
  • For use in AYP reading accountability, these
    students will need to participate in LAT reading
    administrations of TAKS. If they are LEP-exempt
    from SDAA II, they will be eligible to take a LAT
    reading administration of SDAA II.

9
Requirements Not Affected by Federal Directive
  • This directive does not affect LEP-exempt
    first-year immigrants. These students will
    continue to be included in AYP through RPTE.
  • This directive does not affect who will take
    RPTE. LEP students will continue to take RPTE as
    long as they are classified as limited English
    proficient in PEIMS. RPTE results are used in
    state and federal accountability and performance
    monitoring indicators.

10
TETN Training with Additional LAT Reading
Information
  • More complete information about the new LAT
    reading procedures and accommodations will be
    provided in a TETN videoconference on January 29,
    2007, from 100 to 400 P.M.
  • This TETN is designed to help district testing
    coordinators with campus coordinator and test
    administrator training requirements.
  • A test administration supplement will be used in
    this TETN and shipped to districts.

11
RPTE and RPTE II
  • Spring 2007 is the last year of RPTE I. RPTE II
    will be implemented in spring 2008. RPTE II will
    assess grades 212.
  • The planned RPTE II grade clusters areGr. 2, 3,
    4-5, 6-7, 8-9, and 10-12

12
RPTE and RPTE II
  • It is anticipated that RPTE will be administered
    exclusively as an online assessment beginning in
    spring 2009.
  • RPTE II will be field-tested in spring 2007. Some
    LEP students will take a field test online and an
    RPTE test on paper. All grade 2 LEP students will
    take either a paper RPTE II field test or an
    online RPTE II field test.

13
RPTE II Assessment Focus
  • RPTE II will more fully address the academic
    language proficiency required for reading in core
    content areas. RPTE II will assess to a greater
    degree than RPTE I the type of reading students
    encounter in science and mathematics classes.

14
A Closer Look at
LAT
15
When is LAT math administered?
  • LAT math examinees are not subject to SSI
    testrequirements.
  • Note that LAT administrations of SDAA II math are
    not available.

16
When is LAT reading administered?
  • LAT reading examinees are not subject to SSI
    requirements.
  • Testing coordinators are directed to call TEA to
    determine the test schedule for a LAT reading
    examinee who is not LEP-exempt in math and is
    scheduled to take TAKS or SDAA II math on April
    17.

17
LAT Reading Tests
  • For LAT reading, a student may use an English
    version or Spanish version TAKS test in Gr. 36,
    but not both.
  • For TAKS, the grade of the test must correspond
    to the students enrolled grade.
  • For SDAA II, the test may be given at the
    students instructional level.
  • LAT examinees enrolled in Gr. 10 will be
    eligible to take only instructional levels K8.
    Note that instructional levels 9 and 10 are not
    available for LAT reading.

18
Who is eligible for LAT?
  • Recent immigrant ELLs who
  • are in Gr. 38 and 10 (AYP grades),
  • are determined by the LPAC to be LEP-exempt under
    state law, and
  • routinely receive one or more of the allowable
    linguistic accommodations in classroom
    instruction and testing.
  • The LEP exemption criteria in the LPAC manual
    have not changed.

Remember that 1st year LEP-exempt immigrants
will not take LAT reading. RPTE will continue to
be their AYP reading test.
19
LAT Math Accommodations
20
Determining LAT Math Accommodations
  • Multiple accommodations will often be
    appropriate.
  • Decisions must be based on the individual needs
    of the student and whether the accommodations are
    used routinely in mathematics instruction and
    testing.

21
6 LAT Math Accommodations
  • Linguistic Simplification
  • Oral Translation
  • Reading Assistance
  • Bilingual Dictionary
  • Bilingual Glossary
  • English-Spanish LAT Side by Side

22
1. Linguistic Simplification
  • A student may ask the test administrator to say
    in simpler language what a test question is
    asking. Test administrators may provide this
    assistance using simpler words, pictures, or
    gestures, as long as they do not define or
    explain math terminology or a concept that the
    test question is assessing.

23
1. Linguistic Simplification
  • Secure linguistic simplification guides (LSGs)
    are provided to test administrators for use with
    this accommodation. When necessary, test
    administrators may provide additional allowable
    linguistic simplifications to meet individual
    students needs.
  • The LSG provides suggestions for simplifying
    eligible words in LAT test questions (English
    versions of LAT) and points out the math terms
    that the test is assessing and that must not be
    simplified (English and Spanish versions of LAT).

24
2. Oral Translation
  • At the request of the student, the test
    administrator may orally translate words,
    phrases, and sentences that the student does not
    understand. The test administrator is not
    permitted to define or explain math terms,
    concepts, or skills. The test administrator is
    permitted only to give the equivalent word or
    words in the other language.

25
3. Reading Assistance
  • At the request of the student, the test
    administrator may read aloud words, phrases, or
    sentences in the test question or answer choices
    that the student is having difficulty reading.
    Reading assistance is allowable regardless of
    whether the student is using the English version,
    the Spanish version, or both versions of the LAT
    form.

26
4. Bilingual Dictionary
  • Students may use a bilingual dictionary to find
    the translation of words they do not understand.
    Bilingual dictionaries that contain explanations,
    definitions, pictures, or examples of math
    terminology may not be used.

27
5. Bilingual Glossary
  • Students may use a locally developed bilingual
    glossary to find the translation of words they do
    not understand. The glossary must not include
    definitions, explanations, examples, or pictures
    that will aid students in understanding the math
    terms or concepts assessed. In the case of math
    terms, only native-language equivalents are
    allowed.

28
6. English-Spanish Side by Side
  • A Spanish-speaking student in Grades 36 may
    refer to both the English-version and
    Spanish-version LAT tests to enhance
    comprehension. If a student does not understand
    something in one language, the student may refer
    to it in the other language.

29
LAT Reading Accommodations
30
Determining LAT Reading Accommodations
  • Multiple accommodations will often be
    appropriate.
  • Decisions must be based on the individual needs
    of the student and whether the accommodations are
    used routinely in mathematics instruction and
    testing.

Consistent with LAT math accommodations
31
LAT Reading Accommodations
Direct Linguistic Support 1. Bilingual
dictionary 2. English dictionary 3. Reading
aloud word or phrase 4. Reading aloud entire
test item 5. Oral translation word or
phrase 6. Clarification word or phrase Note
that LAT reading accommodations also apply to
the written composition and revising/editing
portions of ELA.
32
LAT Reading Accommodations
  • Indirect Linguistic Support
  • Clarifying directions as needed
  • Breaks at request of student
  • Testing over 2 days

Accommodations 79 apply to all LAT reading
examinees. LPAC decisions and documentation are
not needed for these.
33
Direct Linguistic Support
  • 1. Bilingual dictionary Throughout the test,
    the student may use a bilingual dictionary to
    find the translation of words they do not
    understand. Paper and electronic bilingual
    dictionaries are permitted.

34
Direct Linguistic Support
  • 2. English dictionary Throughout the test, the
    student may use an English dictionary, ESL
    dictionary, or picture dictionary. (Note that if
    the student is taking the Gr. 36 Spanish version
    test, the student may use a Spanish dictionary.)

35
Direct Linguistic Support
  • 3. Reading aloud word or phrase The test
    administrator may read aloud a word or phrase to
    the student at the students request. This
    applies to passages and test items. Sentences and
    longer portions of text within a passage may not
    be read aloud.

36
Direct Linguistic Support
  • 4. Reading aloud entire test item The test
    administrator may read aloud an entire test item
    (test question and answer choices) at the request
    of the student. Voice inflection must be kept
    neutral during the reading of test questions and
    answer choices.

37
Direct Linguistic Support
  • 5. Oral translation word or phrase At the
    request of the student, the test administrator
    may orally translate a word or phrase that the
    student does not understand. The test
    administrator is not permitted to translate
    entire sentences or longer portions of text. This
    accommodation applies to passages and test items.

Exception Not permitted for tested vocabulary
words
38
Direct Linguistic Support
  • 6. Clarification word or phrase At the
    request of the student, the test administrator
    may clarify the meaning of a word or phrase that
    the student does not understand. The test
    administrator is not permitted to clarify the
    meaning of entire sentences or longer portions of
    text. This accommodation applies to passages and
    test items.

Exception Not permitted for tested vocabulary
words
39
Indirect Linguistic Support
  • 7. Clarifying directions This includes
    translating, rewording, and repeating the
    directions that are read aloud to students before
    the test.
  • 8. Breaks at request of student This refers to
    flexible scheduling of breaks so that a student
    is able to take breaks as needed.

40
Indirect Linguistic Support
  • 9. Testing over 2 days All students
    participating in LAT reading and ELA
    administrations will take their test over 2 days.
    The test administrator will be given explicit
    information about where to stop on Day 1 and
    where to begin on Day 2.

41
Planning for LAT Administrations
42
Planning for LAT Administrations
  • Planning for LAT involves
  • collaboration between LPACs, ARD committees when
    applicable, math and reading teachers, and
    testing coordinators
  • determining and documenting accommodations
  • determining the need for individual vs. small
    group LAT administrations
  • identifying and training appropriate LAT test
    administrators
  • identifying test locations

Note the LAT Administration Planning Rosters.
43
Key Differences Between LAT Math and Reading
Administrations
  • LAT math is administered to first-year LEP-exempt
    recent immigrants, LAT reading is not.
  • Unlike LAT math, this years LAT reading tests
    will not say LAT on the test booklet covers.
  • There is no LAT math option for SDAA II. There is
    an SDAA II LAT reading option.
  • Unlike LAT math, information about LAT test
    administrators and linguistic accommodations used
    will not be collected this year.
  • There are no Linguistic Simplification Guides for
    LAT reading.

44
Key Differences Between LAT Math and Reading
Administrations
  • Giving Spanish and English tests side by side is
    not an option for LAT reading.
  • LAT reading accommodations have word or phrase
    constraints not found in LAT math accommodations.
  • English dictionaries and ESL dictionaries are not
    permitted for LAT math.
  • Bilingual glossaries are not permitted for LAT
    reading.
  • LAT reading is given over 2 days, not 1.

45
Planning
  • LAT examinees must not be tested in a room with
    students taking regular versions of state
    assessments.
  • LAT test administrators must be trained in
    general testing procedures and LAT-specific
    testing procedures. The January 29, 2007, TETN
    will provide information needed to give
    specialized training to LAT reading test
    administrators.

46
Contact Information
  • E-mail address ELL.tests_at_tea.state.tx.us
  • Student Assessment Division phone number
    512-463-9536
  • The LPAC manual and powerpoint will be posted in
    the ELL Assessment Information section of the
    Student Assessment Division website.
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