Training on the 20082009 LPAC DecisionMaking Process for the Texas Assessment Program

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Training on the2008-2009 LPAC Decision-Making
Process for theTexas Assessment Program
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TEA trains ESCs ESCs train districts LPACs use
manual to make spring 2009 testing decisions
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Procedural Manual for 2008-2009
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Whats New This Year?

• Updated information on assessments for students
  served by special education
• Information about new English language
  proficiency standards
• Information related to transition from RPTE to
  new TELPAS reading tests
• Updated state assessment results

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Updated Information on Assessments for Students
Served by Special Education

• Page 2 Updated program descriptions
• Changes detailed on page iii of 2009 District and
  Campus Coordinator Manual
• Page 37 TAKS-M accommodation changes affecting
  LAT (more on this in later slides)

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References to English Language Proficiency
Standards (ELPS)

• ? Page 5 References to ELPS requirements and
  ELPS-TELPAS alignment
• ? Page 41 ELPS related to linguistically
  accommodated instruction

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Information Related to Transition from RPTE to
New TELPAS Reading Tests

• Page 14 Indicates change in use of past RPTE
  results in exemption criteria
• Page 71 Summarizes effect of transition on
  2007-08 AMAO requirements and plans for current
  school year

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Spring 2008 Statewide TELPAS Results

• Page 72 Results by years in U.S. schools for
  grades 3-12
• Page 73 K-2 results by grade

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A Close Look at
the LPAC Manual
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Statutory Authority
TEC, Section 39.027(e) TEC, Section 39.023(m)
Page i
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Purposes of LPAC Manual

• To help ensure that LPACs make consistent,
  informed assessment decisions
• To increase awareness of second language
  learners educational needs

Page i
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5 Major Topics of the LPAC Manual

• 1. Determining student needs
• 2. Providing instructional interventions
• 3. Monitoring student progress
• 4. Making assessment decisions
• 5. Maintaining necessary documentation

Page i
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Table of Contents

• Overview
• Giving TAKS in English or Spanish
• LEP Exemptions and LAT
• Exit Level LEP Postponement
• Student Examples
• Documentation Requirements
• Using Test Results to Monitor Progress
• LEP Students Served by Special Education
• FAQs
• Appendices

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Overview

• Pages 1-8

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Components of the Texas Assessment Program

• TAKS
• TAKS (Accommodated)
• TAKSM
• TAKSAlt
• LAT
• TELPAS

Pages 2 3
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Background

• The Texas ELL population is growing.
• Curriculum, assessment, and accountability
  requirements have become more rigorous.
• It is important to help this growing population
  meet new, higher standards.

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Adequate Yearly Progress (AYP)

• ELLs in grades 38 and 10 must be included in
  state reading and math assessments. Most ELLs
  take TAKS in English or Spanish.
• ELLs designated as LEP-exempt by Texas policy are
  included in math and reading AYP calculations
  through TELPAS reading and LAT.

LEP-exempt first-year immigrants only
Pages 4 5
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AYP Inclusion

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

not evaluated for AYP
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Annual Measurable Achievement Objectives (AMAOs)

• AMAOs are specific to ELLs.
• AMAOs hold districts accountable for improving
  the English language proficiency and academic
  achievement of ELLs.
• Two AMAO indicators evaluate English language
  proficiency. The third AMAO indicator evaluates
  academic achievement.
• Details about AMAO indicators are on page 71.

Page 4
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TELPAS Reading, Grades 212

• Revised TELPAS reading tests for grades 212 were
  implemented in spring 2008.
• Will be administered as an online testing program
  starting in spring 2009

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TELPAS Reading, Grades 212

• In rare instances a student may need an
  accommodation not available in an online
  administration.
• In such instances, an Accommodation Request Form
  must be submitted to request a paper
  administration.
• At least 2 weeks are needed for TEA to process
  the request about 1 additional week is needed
  for ordering and shipping approved paper
  materials.

See page 210 of the 2009 District and Campus
Coordinator Manual for process to follow to
request paper tests if rare circumstances arent
related to testing accommodations.
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Meeting the Needs of ELLs

• Learning challenging academic content along with
  a second language is not easy.
• Many LEP students are not able to succeed
  academically without prompt and carefully
  targeted instructional support.

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ELLs Have Varying Needs

• While some ELLs have an excellent academic
  foundation and knowledge of 2 or more languages,
  others may enter U.S. schools with no English and
  limited prior schooling.

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Effective Instructional Programs for ELLs

• focus on helping students excel rather than meet
  minimum expectations
• help immigrants with adequate prior schooling
  stay in step academically as they learn English
• intervene quickly to help students with
  insufficient prior schooling

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3 Educational Goals

• The following goals are reinforced by the
  assessment requirements.

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Goal 1
When the needs of ELLs are addressed promptly and
effectively
LEP students enrolled in U.S. schools since 1st
grade will be able to meet the TEKS requirements
as measured by TAKS in English or Spanish by
grade 3.
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Goal 2
When the needs of ELLs are addressed promptly and
effectively
most immigrant LEP students in Spanish bilingual
programs will be able to meet the TEKS
requirements as measured by Spanish TAKS in their
1st year in the U.S.
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Goal 3
When the needs of ELLs are addressed promptly and
effectively
most immigrant LEP students entering U.S. schools
with little or no English or with limited prior
schooling will be able to meet the TEKS
requirements as measured on TAKS by their 3rd
year in the U.S.
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Role of the LPAC

• In order for the LPAC to implement the testing
  requirements, committee members must
• adhere to the provisions in this manual,
• monitor student progress and determine
  appropriate instructional interventions,
• make assessment decisions on an individual
  student basis,
• function as a committee to make assessment
  decisions,
• document assessment decisions, instructional
  interventions for exempted students, and the
  reason for each exemption in the students
  permanent record file.

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TAKS in English or Spanish?

• Pages 10-12

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Giving TAKS in English or in Spanish
LPACs are responsible for deciding whether
non-exempt Spanish speakers in grades 36 will
take TAKS in English or Spanish, in accordance
with the following rules.
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Rules

• Spanish TAKS may be taken for 3 years.
• Years of LEP exemption plus Spanish TAKS may not
  exceed 3.

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Counting Years

• Years of taking Spanish TAKS are counted in terms
  of years of TAKS administrations. That is, grades
  1 and 2 dont count because TAKS is not
  administered in these grades.

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Language Appropriateness

• Decisions about whether to give TAKS in English
  or Spanish are guided by
• the language of the students instruction, and
• the language in which the student is best able
  to demonstrate academic skills.

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Subject Area Decisions

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

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Students in Spanish Bilingual Programs

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

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Students in ESL Programs

• Spanish TAKS may sometimes be appropriate for a
  student in an ESL program.

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LEP Exemptions (pages 13-32) LAT
Administrations(pages 33-39)
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Commissioners Rules

• LEP exemption criteria are based on the
  commissioners rules in the Texas Administrative
  Code (TAC), Section 101.1007.
• (see TAC link in Appendix A)

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LPAC Manual Terminology
General exemption criteria Specific exemption
criteria Category 1 Category 2

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Term General Exemption Criteria

• 5 record-keeping criteria a student must meet
  before LPAC can consider specific exemption
  criteria

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Term Specific Exemption Criteria

• Criteria relating to whether a LEP student has
  academic or linguistic difficulties stemming from
  schooling outside U.S.

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Terms Category 1 and Category 2

• Category 1 Immigrant LEP students in Spanish
  bilingual programs in grades 36
• Category 2
• Other immigrant LEP students
• in grades 310

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The 5 General Exemption Criteria

• 1. LEP Status
• 2. Program Participation
• 3. TAKS Immigrant Status
• 4. Years in U.S. Schools
• 5. Grades 2-12 TELPAS Reading Rating

Page 14
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Use of Previous Reading Proficiency Ratings in
Exemption Decisions (5th criterion)

• Grades 212 TELPAS reading rating, not RPTE
  ratings, are to be used for this exemption
  criterion
• Because of differences between the two tests,
  RPTE ratings not to be used anymore

New!
See footnote 7 page 14
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Question What impact will this change have on
students who in previous years had RPTE ratings
that preclude LEP exemptions?

• RPTE Ratings That Preclude LEP Exemptions
• First-year (Y1) immigrants with AH RPTE ratings
• Second-year (Y2) immigrants with A or AH RPTE
  ratings

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• Answer
• This change will have little impact.
• Y1 in US No impact on 08-09 Y1 immigrants
  (These students will not have taken RPTE.)
• Y2 in US Could potentially affect small number
  of immigrants who left US for one or more school
  years after Y1 and are back in 08-09 as Y2
  immigrants
• Y3 in US Could potentially affect small number
  of 08-09 Y3 immigrants

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Potential Impact on Small Number of 08-09 Y2
Immigrants Who Left US after Y1

• Example
• Spring 07, Y1 in US, LEP-exempt, scored AH on
  RPTE
• Spent 07-08 school year outside US
• 08-09 in US, Y2 in US
• The change 07 RPTE score of AH does not
  automatically preclude Y2 exemption in 08-09. All
  other exemption criteria must still be
  considered, though, to determine exemption
  eligibility.

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Potential Impact on Small Number of 08-09 Y3
Immigrants

• Example 1 Immigrants Who Left US after Y2 with
  RPTE Score of A or AH
• Spring 07, Y2 in US, LEP-exempt, scored at least
  A on RPTE
• 07-08 in Mexico
• 08-09 in US, Y3 in US
• The change Previous RPTE score of at least A
  does not automatically preclude Y3 exemption in
  08-09. All other exemption criteria must still be
  considered, though, to determine exemption
  eligibility.

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• Example 2 Student not exempt in Y2 based on
  advanced high RPTE score in Y1 could potentially
  be eligible for Y3 exemption (but not likely)
• Spring 07, Y1 in US, LEP-exempt, scored AH on
  RPTE
• Spring 08, Y2 in US, student took TAKS, scored I
  on TELPAS reading test
• 08-09 in US, Y3 in US
• The change Previous RPTE score of AH in Y1 does
  not automatically preclude Y3 exemption in 08-09.
  All other exemption criteria must still be
  considered, though, to determine exemption
  eligibility.

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Specific Exemption Criteria

• Specific exemption criteria differ according to a
  students
• category
• number of school years in the U.S.

Category 1 or 2?
Year 1, 2, or 3?
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Categories 1 and 2
The specific exemption criteria for these
students are in different sections of the manual.

• Category 1 pages 17-24
• Category 2 pages 25-32

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Specific Exemption Criteria

• LPACs must always examine the immigrants
• school experiences outside U.S.
• and
• progress by time of spring testing

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Exemption Flow Chartsreinforce that students
may not be exempted unless

• they meet all 5 general criteria AND
• they entered U.S. with insufficient schooling, as
  defined by their category and years inU.S.
  schools AND
• their progress is unsatisfactory as of spring
  testing despite interventions AND
• LPAC attributes lack of progress to schooling
  outside U.S.

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Specifics on Category 1 and Category 2

• The specific exemption criteria differ depending
  on the students category and years in U.S.
  schools.
• The key differences are presented on the next 5
  slides.

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Category 1 1st School Year in U.S.

• Insufficient schooling outside U.S.
• student was not provided the foundation of
  learning outsidethe U.S. that Texas requires
  at the students enrolled grade

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Category 1 2nd/3rd School Year in U.S.

• Exemptions are rare.
• For these students, insufficient schooling
  outside the U.S.
• an extensive absence of schooling outside
  the U.S. in addition to limited academic
  preparedness
• Note Page 20 defines extensive absences of
  schooling outside U.S.

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Category 1 Determining Progress by Spring

• For students determined to have had insufficient
  schooling outside the U.S., progress by spring
• progressing satisfactorily in the TEKS
  required at the students enrolled grade
  (in either English or Spanish)

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Category 2 Insufficient Schooling Outside U.S.

• Insufficient schoolingoutside the U.S.
• an inadequate foundation of learning outside
  the U.S. in terms of knowledge of English
  and/or academic skills.

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Category 2 Determining Progress by Spring

• In students 1st school year in U.S.,LPAC
  considers both academic language proficiency in
  English and academic skills mastery.
• In students 2nd/3rd school years,LPAC
  considers only academic language proficiency in
  English.

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LPAC Decision-Making Process

• A step-by-step process for examining the
  specific exemption criteria and making
  appropriate assessment decisions.
• For category 1, see pages 22 23.
• For category 2, see pages 30 31.

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LPAC Decision-Making Process

• Step 1. Review schooling outside U.S.
• Step 2. Determine and monitor
  instructional interventions
• Step 3. Examine current years progress
• Step 4. Make and document assessment
  decision

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Exemptions and Targeted Instructional Support

• The LPAC decision process establishes a link
  between the need for exemption and the need for
  increased instructional support and monitoring.

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Remember

• Students must meet all 5general exemption
  criteria to beeligible for exemption.
• Students must also meet the specific exemption
  criteria to be eligible for exemption.

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Summaries of Exemption Criteria

• A 1-page list of all exemption criteria for
  students in each category is provided.
• For category 1, see page 24.
• For category 2, see page 32.

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What about the following special
?
circumstances not covered in the manual?
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Special Circumstances

• Would an exemption ever be permitted for
• a student who took TAKS last year in error?
• an elementary student who took Spanish TAKS last
  year while in a bilingual program but switched to
  a district this year where only an ESL program is
  offered?

Continue ?
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Points to Remember in HandlingSpecial
Circumstances

• Such special circumstances should be rare, and
  any error from a previous year must be explained
  thoroughly in the documentation.
• All the general and specific exemption criteria
  apply according to the students category and
  year in U.S. schools, and all documentation
  procedures still apply.

Continue ?
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Points to Remember in HandlingSpecial
Circumstances

• The LPAC must be confident that the decision to
  exempt a student who tested previously is not
  based more on school accountability concerns than
  on concerns for appropriate measurement of
  student learning.

Continue ?
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Points to Remember in HandlingSpecial
Circumstances

• It must be clear that a decision toexempt was
  made on an individual student basis (blanket
  decisions are prohibited).
• If a Spanish-speaking student took Spanish TAKS
  last year, is in an ESL program this year, and is
  in a grade in which Spanish TAKS is an option,
  the LPAC must document why Spanish TAKS is not
  more appropriate than exemption.

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Linguistically Accommodated
Testing (LAT)
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LAT Scheduling for 2009
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LAT Eligibility

• Eligibility criteria for math/science vs.
  reading/ELA differ somewhat.
• LAT math and science
• Given to all LEP-exempt students whether it is
  their 1st, 2nd, or 3rd school year in the U.S.
• LAT reading and ELA
• Given to 2nd and 3rd year LEP-exempt immigrants
• NOT given to 1st year LEP-exempt immigrants

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What about LAT and SSI?

• Students assessed with LAT math and reading are
  not subject to SSI test requirements.
• They do not retake SSI tests if they are not
  successful.

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LAT Accommodations
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Determining LAT Accommodations

• Multiple accommodations are often appropriate.
• Decisions must be based on the individual needs
  of the student and whether the accommodations are
  used routinely in instruction and testing.
• LAT administrations of TAKS vs. LAT
  administrations of TAKSM differ somewhat. Page
  37 and slides 82-84 outline the key TAKSM
  differences.

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LAT Accommodations

• LAT accommodations are now described in detail in
  2008-2009 Accommodations Manual
• LPAC manual lists LAT accommodations in charts on
  pages 34-35

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Allowable LAT Accommodations for Math and Science
For LAT TAKSM differences, see slide 84.
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Allowable LAT Accommodations for Reading/ELA
Not all of these are allowable for LAT
administrations of writing sections of grade 10
ELA. See page 35 of LPAC manual for details.
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2-Day LAT Reading/ELA Administrations

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

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LAT Reading Tests

• For LAT reading, a student may use an English
  version or Spanish version TAKS test in grades
  36, but not both.

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How LAT for TAKSM Differs from LAT for TAKS

• Two-day administration of reading/ELA
• A two-day LAT administration of TAKSM 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.

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How LAT for TAKSM Differs from LAT for TAKS

• Test booklets Regular TAKSM test booklets are
  used for LAT administrations. Exception Grade 10
  TAKS-M ELA booklet is marked LAT
• Test administrator (TA) manuals Rather than
  using the LAT TA manual, TAs will refer to the
  LAT information in the appendix of the
  appropriate TAKSM TA manual. The appendix
  includes student scenarios and TAKSM sample
  items that show how to provide the linguistic
  accommodations.

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How LAT for TAKSM Differs from LAT for TAKS

• LAT TAKSM accommodations for math and science
• Linguistic simplification guides are not provided
  for LAT administrations of TAKSM. TAs may,
  however, simplify the language on the test at the
  request of the student in accordance with the
  specified guidelines for students who receive
  this accommodation.
• Spanish versions of TAKSM are not available.
  Hence, they are not available for LAT
  administrations of TAKSM, nor is the
  accommodation of using English and Spanish tests
  side by side.

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2008-2009 Changes in LAT Administrations of
TAKS-M

• LAT administrations of TAKS-M now occur at the
  same time as TAKS and TAKS Accommodated
• Therefore, the following LAT TAKSM
  administrations will occur in late April rather
  than March
• reading for grades 3, 5, and 8
• ELA for grade 10

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2008-2009 Changes in LAT Administrations of
TAKS-M

• Reading aloud test questions Reading aloud
  questions and answer choices on TAKSM reading
  tests is no longer a standard test administration
  procedure.
• Reading aloud test questions is a LAT
  accommodation for reading. Therefore, the LPAC
  and ARD committee will decide whether to provide
  this as a LAT accommodation.

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2008-2009 Changes in LAT Administrations of
TAKS-M

• Dictionary use Dictionaries are no longer
  permitted on the revising and editing section of
  grade 10 TAKSM ELA test.
• Dictionaries are not an allowable LAT
  accommodation for the revising and editing
  section of ELA. Consequently, dictionaries are no
  longer allowable for the revising and editing
  section of the LAT TAKSM grade 10 ELA test.

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Planning for LAT Administrations
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Planning for LAT Administrations

• Planning for LAT involves
• determining and documenting accommodations
• determining the need for individual vs.
  small group LAT administrations
• identifying and training appropriate LAT
  test administrators
• identifying test locations

See page 36 for details and pages 38 39 for LAT
Administration Planning Rosters.
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Exit Level LEP Postponement

• Pages 40-43

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Commissioners Rules

• The LEP postponement rule is found in the
  commissioners rules in the Texas Administrative
  Code (TAC), Section 101.1005.
• (see TAC link in Appendix A, page 90)

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Exemption vs. Postponement

• LEP exemptions apply to grades 310 TAKS.
• The LEP postponement applies to exit level TAKS.

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Exit Level LEP Postponement

• May be granted for the initial exit level
  administration of a LEP student who first
  enrolled in U.S. schools no more than 12 months
  prior to the administration of the exit level
  tests from which the postponement is sought.

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LEP Postponement Documentation

• LEP status
• Program participation
• Length of time in U.S. schools
• Evidence of inadequate foundation of learning
  outside U.S.
• Instructional interventions
• Evidence of insufficient progress by spring

(see pages 41 42 and sample form on page 43)
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Student Examples

• Pages 44-47

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6 Student Examples to Review

• Alejandra Ruiz
• Category 1, Year 1
• María Dávila
• Category 1, Year 2
• Sergio Torres
• Category 1, Year 3

• René Robles
• Category 2, Year 1
• Wang Lung
• Category 2, Year 2
• Anna Hrgovcic
• Category 2, Year 3

See pages 44-47
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Documentation Requirements for Exempted Students

• Pages 48-64

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Required Documentation

• Required documentation includes
• records indicating all 5 general exemption
  criteria met
• evidence of insufficient schooling outside U.S.
• description of instructional interventions
• evidence of insufficient progress by spring of
  year
• reason for exemption

See page 49
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Records, Signatures, and Forms

• Needed for exempted students
• School records or parental verification needed
  for some criteria
• LPAC and teacher signatures needed for other
  criteria
• Sample forms provided

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TAKS Immigrant Status

• The TAKS definition of immigrant differs from
  the PEIMS definition.
• TAKS definition A student who hasresided
  outside the 50 U.S. states for at least 2
  consecutive years at some point in his or her
  history.

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Years in U.S. Schools

• For TAKS exemptions and TELPAS data collection,
  enrollment in a U.S. school for all or part of a
  school year counts as 1 year.

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Extensive Absences of Schooling Outside U.S.

• Extensive absences of schooling outside U.S.
  must be documented for exempted students in
  category 1 who are in second or third school year
  in U.S.

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Insufficient Schooling Outside U.S.

• For all exempted students, evidence of an
  inadequate foundation of learning outside U.S.
  must come from
• assessments from
  state-approved list
• OR
• informal assessments

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Instructional Interventions

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

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Definition

• Instructional intervention
• assistance that is designed to accelerate the
  progress of a struggling learner and that
  requires carefully targeted, individualized
  instruction in class and, in many instances,
  beyond the classroom.

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InstructionalInterventions Form

• See page 54 of the manual for a sample form for
  documenting instructional interventions for
  students in grades 310.

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Insufficient Progress by Spring

• Evidence may come from
• ongoing informal assessments (inventories and
  checklists)
• OR
• teacher reviews of class performance

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Reasons for Exemption

• The reasons
• are provided in the manual
• are to be referenced in documentation

See list on page 59
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Using Test Results to Monitor Progress

• Pages 65-73

110
Using Test Results to Monitor Progress

• Schools should use TELPAS results in conjunction
  with TAKS results for instructional planning.

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Understanding TELPAS Reading for Grades 212

• Page 66 of the manual explains how the TELPAS
  reading tests differ from standardized reading
  achievement tests such as TAKS.
• Schools that understand the differences will be
  able to use results more effectively to impact
  teaching and learning.

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Purposes of TELPAS

• To assess progress of LEP-exempted students
• To indicate when LEP exemptions areno longer
  necessary
• To monitor English language reading proficiency
  of Spanish TAKS examinees
• To monitor English language reading proficiency
  of students who are no longer eligible for a LEP
  exemption and are struggling in English
  acquisition

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Instructional Planning

• Under Title III of NCLB, schools are required to
  use English language proficiency assessment
  results in developing individualized
  instructional acceleration plans for LEP students
  not making adequate progress in English language
  development.

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Understanding the TELPAS Proficiency Levels

• To understand TELPAS results, we must understand
  what the TELPAS proficiency levels mean.

Page 69
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TELPAS Proficiency Levels in a Nutshell

• Beginning Little or no ability to function in
  English in social and academic settings
• Intermediate Limited ability to function in
  English in social and academic settings can
  understand and use simple language structures and
  high-frequency English in routine contexts
• Advanced Can handle grade-appropriate English,
  although ongoing linguistic support is needed
• Advanced high Can handle grade-appropriate
  English with minimal linguistic support limited
  English does not stand in the way of academic
  achievement

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What TELPAS Results Tell Us

• TELPAS ratings of beginning and intermediate
  indicate a significantly limited ability to use
  English as a medium for learning academic
  material.
• ELLs in U.S. schools 3 years or more who are
  still at these levels need carefully planned,
  highly intensive instructional interventions to
  accelerate English acquisition.

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What TELPAS Results Tell Us

• ELLs in U.S. schools 3 years or more who are at
  the beginning or intermediate level are NOT
  likely to understand the English used on
  standardized achievement tests. Their results on
  such tests must be interpreted with caution.

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About ELLs in Texas, Spring 2008

• In spring 2008, approximately 677,000 ELLs were
  assessed in all domains with TELPAS.
• In grades 312, over 20,000 1st year immigrants
  were reported.
• In grades 312, about 40 of 1st year immigrants
  received a TELPAS composite rating of beginning.

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About ELLs in Texas, Spring 2008

• In grades 312, over 161,000 ELLs were reported
  as enrolled for 5 or more years.
• About 71,000 ELLs in grades 3-12 who had been
  enrolled for 3, 4, or 5 or more years were still
  at the beginning or intermediate levels of
  English language proficiency (composite ratings).

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TELPAS and AMAOs

• TELPAS is used in the AMAO accountability system
  for ELLs. Under NCLB, states must show annual
  increases in the progress ELLs make in learning
  English and in attaining English language
  proficiency.
• Our progress goal is to evaluate the percent of
  ELLs making at least one proficiency level of
  progress a year.
• Our attainment goal is to evaluate the percent of
  ELLs reaching the advanced high proficiency level.

AMAOs are Annual Measurable Achievement
Objectives.
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TELPAS Results in the LPAC Manual

• Statewide results in the manual include
• attainment in spring 2008, Gr. 3-12
• attainment in spring 2008, Gr. K-2
• The results are in terms of composite proficiency
  ratings (not individual domain ratings).

Pages 72 73
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Language Domain Weights in TELPAS Composite
Ratings
This chart shows the weight of each language
domain in the overall composite ratings.
These domain weights have been used since
2005-2006 but may change in the future.
Page 106
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AMAO Performance Targets
AMAO 1 and 2 targets (standards) for 2008-2009
TBD as of December 2008.
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of ELLs at Each TELPAS Proficiency Level,
Spring 2008(Composite Ratings)
B Beginning I Intermediate A Advanced
H Advanced High
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K-2 ELLs by Grade Percent at Each TELPAS
Proficiency Level in Spring 2008(Composite
Ratings)
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3-12 ELLs Percent at Each TELPAS Proficiency
Level in Spring 2008 by Years in U.S.
Schools(Composite Ratings)
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LEP Students Served by Special Education

• Pages 74-78

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Provisions for LEP StudentsServed by Special
Education

• LPAC and ARD committees must work in conjunction
  when making and documenting assessment and
  accommodation decisions.

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Provisions for LEP StudentsServed by Special
Education

• The provisions in this section of the manual
  should be used in conjunction with the ARD
  committee manual that was issued by TEA earlier
  in the school year. Title of manual ARD
  Committee Decision-Making Process for the Texas
  Assessment Program (Grades 311) Reference
  Manual Updated for the 20082009 Testing Year.

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Provisions for LEP StudentsServed by Special
Education
Academic Achievement

• See
• Information about LEP exemptions from TAKS, TAKS
  (Accommodated), and TAKS-M (page 75)
• LAT information (pages 75 76)

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Provisions for LEP StudentsServed by Special
Education

• The exemption criteria, found on pages 13-32 of
  the manual, apply to all recent immigrant LEP
  students, including those served by special
  education.
• However, for LEP students served by special
  education, criteria that reference the TEKS or
  TAKS should be interpreted in accordance with the
  students IEP and whether the student would be
  taking TAKS, TAKS (Accommodated), or TAKSM.

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Provisions for LEP StudentsServed by Special
Education

• To meet federal requirements, students served by
  special education who qualify for a LEP exemption
  should participate in LAT administrations of TAKS
  or TAKSM in the following grades and subjects
• -Grades 3-8 and 10 reading/ELA and math, and
• -Grades 5, 8, and 10 science

Remember, students who need LAT versions of TAKS
Accommodated use the regular LAT test booklet.
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Provisions for LEP StudentsServed by Special
Education
Assessing English Language Proficiency

• See
• participation guidelines for TELPAS reading,
  grades 212 (page 77)
• participation guidelines for TELPAS holistically
  rated assessments (page 78)

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Exemptions from TELPAS on the Basis of a
Disability

• In rare cases, a LEP student served by special
  education may qualify for an ARD exemption (score
  code of X) from TELPAS on a domain-by-domain
  basis.
• This exemption is now termed ARD Decision in
  test administration materials.
• The ARD and LPAC committees must collaboratively
  make these decisions.
• The LPAC must document the reason for the
  decision in the students permanent record file,
  and the ARD committee must document it in the
  students IEP.

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Frequently Asked Questions (FAQs)

• Pages 79-88

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FAQs

• The frequently asked questions on pages 79-87 of
  the manual provide a quick way to find answers.

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Contact Information

• E-mail address ELL.tests_at_tea.state.tx.us
• Student Assessment Division phone number
  512-463-9536
• The LPAC manual and this PowerPoint are posted in
  the ELL Assessment Information section of the
  Student Assessment Division website.

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