LPAC ASSESSMENT UPDATE

1
LPAC ASSESSMENT UPDATE
2
Procedural Manual for 2007-2008
3
5 Major Topics of the LPAC Assessment Manual

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

Page i
4
Table of Contents
LPAC Decision-Making Process for the Texas
Assessment Program

• 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

5
Lets Begin
Overview Pages 1-10
6
Components of the Texas Assessment Program

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

Pages 2-4
7
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
• document the reason for each exemption in the
  students permanent record file.

8

TAKS in English or Spanish Pages 11-13
9
Giving TAKS in English or in Spanish
LPACs are responsible for deciding whether
nonexempt Spanish speakers in grades 36 will
take TAKS in English or Spanish, in accordance
with the following rules.
10
Rules

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

11
Language Appropriateness

• Decisions about whether to give TAKS in English
  or Spanish are guided by
• the language of the studentsinstruction, and
• the language in which the student is best able
  to demonstrate academic skills.
• The decision to administer TAKS in Spanish or
  English may vary by subject area.
• Page 13

12
Exemption Criteria
LEP Exemptions Pages 14-34 LAT Administrations Pag
es 35-44
13
TermsCategories 1 and 2

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

14
The 5 General Exemption Criteria

• 1. LEP Status
• 2. Program Participation
• 3. TAKS Immigrant Status
• 4. Years in U.S. Schools
• 5. RPTE Rating

Page 15
15
Categories 1 and 2
The specific exemption criteria for these
students are in different sections of the manual.

• Category 1 pages 18-25
• Category 2 pages 26-34

16
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.

17
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

18
Summaries of Exemption Criteria

• A 1-page list of all exemption criteria for
  students in each category is provided.
• For category 1, see page 25.
• For category 2, see page 34.

19
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?

20
Linguistically Accommodated
Testing (LAT)
21
LAT Science
NEW!

• If youre familiar with LAT math, implementing
  LAT science in grades 5, 8, and 10 will be a
  breeze. The accommodations and testing procedures
  are the same.

22
LAT Scheduling for TAKS
See LAT TAKSM schedule information next slide
23
Schedule Differences for LAT Administrations of
TAKSM

• LAT TAKSM for Reading/ELA, Gr. 3, 5, 8, 10
• To be conducted on March 4, date of regular
  TAKSM testing
• Other LAT TAKSM Grades and Subjects
• May be conducted on regular TAKSM schedule or
  on LAT schedule for TAKS (local decision)

24
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 immigrant

25
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.

26
LAT Accommodations
27
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. Pages
  4142 and slides 8488 outline the key TAKSM
  differences.

28
Allowable LAT Accommodations for Math and Science
29
Allowable LAT Accommodations for Reading/ELA
There are exceptions regarding dictionary use for
LAT administrations of the WRITING sections of
grade 10 ELA. See page 39 of the LPAC manual for
details.
30
2-Day LAT Reading/ELA Administrations of TAKS

• The administration directions in the LAT test
  administrator manual for TAKS specify a fixed
  stopping point for the end of Day 1.
• For LAT reading, a student may use an English
  version or Spanish version TAKS test in grades
  36, but not both.

31
How LAT for TAKSM Differs from LAT for TAKS

• March test schedule LAT administrations of
  TAKSM for grades 3, 5, 8, and 10 reading/ELA
  will occur on March 4, the date of the regular
  TAKSM administration. All other LAT
  administrations of TAKSM may be conducted on the
  LAT schedule (see slide 74) or on the regular
  TAKS/TAKSM schedule (i.e., mathematics on
  Tuesday, reading on Wednesday, science on
  Thursday).

32
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.
• An Accommodation Request Form is not required if
  the LAT administration of TAKSM reading/ELA is
  given over 2 days.
• See the trainer notes with this slide for
  information about where to stop the test on Day 1.

33
How LAT for TAKSM Differs from LAT for TAKS

• Test booklets Regular TAKSM test booklets are
  used for LAT administrations. (Tests used for LAT
  administrations of TAKS say LAT on the booklet
  cover.)
• Test administrator (TA) manuals Rather than
  using the LAT TA manual for TAKS, TAs who provide
  LAT administrations of TAKSM will refer to LAT
  information in the appendix of the regular TAKSM
  TA manual. The appendix includes student
  scenarios and TAKSM sample items to exemplify
  how to provide the linguistic accommodations.

34
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.

35
How LAT for TAKSM Differs from LAT for TAKS

• LAT TAKSM accommodations for reading/ELA
• The accommodation of reading entire test items
  aloud applies only to the grade 10 ELA revising
  and editing section. It does not apply to the
  subject area of reading at any grade because the
  test items are read aloud to all students taking
  TAKSM as a standard part of the administration.
  LPAC and ARD committees do not need to consider
  whether to provide this assistance as a LAT
  accommodation.
• English and bilingual dictionaries are allowable
  linguistic accommodations during LAT
  administrations of TAKSM for the grade 10 ELA
  revising and editing section. (These resources
  are not permitted for LAT administrations of this
  portion of TAKS grade 10 ELA.)

36
Planning for LAT Administrations
37
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

Note the LAT Administration Planning Rosters on
pages 43-44.
38
Exit Level LEP Postponement Pages 45-48
39
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 97)

40
Exemption vs. Postponement

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

41
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.

42
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 46-47 and sample form on page 48)

43
Documentation Requirements for Exempted
Students Pages 53-69
44
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 54
45
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.

46
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.

47
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

48
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.

49
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.

50
InstructionalInterventions Form

• See form A-103 of the manual for a sample form
  for documenting instructional interventions for
  students in grades 310.

51
Insufficient Progress by Spring

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

52
Reasons for Exemption

• The reasons
• are provided in the manual
• are to be referenced in documentation (form
  A-101)

See list on page 64
53
LEP Students Served by Special Education Pages
80-85
54
Provisions for LEP StudentsServed by Special
Education

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

55
Provisions for LEP StudentsServed by Special
Education Assessing Academic Achievement

• See
• chart with assessment guidelines for students who
  are not LEP-exempt (pp. 81)
• LEP exemption information (pp. 82-83)
• LAT information (pp. 82-83)

56
Provisions for LEP StudentsServed by Special
Education Assessing English Language Proficiency

• See
• participation guidelines for TELPAS reading,
  grades 212 (p. 84)
• participation guidelines for TELPAS holistically
  rated assessments (p. 85)

57
Texas State Bilingual/ESL ProgramsTEC 29.056

• Internet Resources
• Bilingual/ESL Brochures
• Framework for the LPAC Process Manual
• Title III Information
• Presentations
• Links to laws/rules
• http//www.tea.state.tx.us/curriculum/biling/
• http//www.tea.state.tx.us/student.assessment/admi
  n/rpte/index.html

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Revised Commissioners Rules

• Newly adopted Title 19 (TAC) Chapter 89.
  Adaptations for Special PopulationsSubchapter
  BB. Commissioner's Rules Concerning State Plan
  for Educating Limited English Proficient Students
  are located on the following URL
• http//www.tea.state.tx.us/rules/tac/chapter089/ch
  089bb.html

58
59
Chapter 89 Revisions

• Chapter 89 revisions related to how LPACs and ARD
  committees work in conjunction apply to
  assessment and accommodation decisions for LEP
  students served by special education.

59
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Bilingual/ESL RulesTexas Education Code
(TEC)Texas Administrative Code (TAC)

• TAC 89.1201
• Every student with a home language other than
  English shall have a full opportunity to
  participate in bilingual or ESL education
  programs
• Programs shall use instructional approaches
  designed to meet the special needs of LEP
  students
• TEC 29.051

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Bilingual/ESL Rules

• TAC 89.1205
• Districts are required to offer Bilingual
  Education or ESL programs as required
• TAC 89.1207
• Districts unable to offer required bilingual
  programs shall request an exception from TEA
• Districts unable to offer required ESL programs
  shall request a waiver from TEA
• TEC 29.054

61
62

• Providing Appropriate Services to Students
  Enrolled in Special Education Programs who are
  also Identified as Students with Limited English
  Proficiency (LEP)

62
63
Bilingual/ESL Rules

• TAC 89.1220(g)
• Language Proficiency Assessment Committee (LPAC)
• Designates language proficiency, level of
  academic achievement and initial instructional
  placement
• Facilitates participation in other special
  programs
• TEC 29.063(c)(d)

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Bilingual/ESL Rules

• TAC 89.1230
• Districts shall implement procedures which
• differentiate between language proficiency and
  handicapping conditions
• Ensure that placement in bilingual/ESL programs
  is not refused solely because the student has a
  disability
• TEC 29.056(f)

64
65
Individuals with Disabilities Education
Improvement Act(IDEA 2004)

• 34 Code of Federal Regulations (CFR) 300.39
• Special education means specially designed
  instructionto meet the unique needs of a child
  with a disability
• Internet Resources
• http//idea.ed.gov/explore/home
• http//dww.ed.gov/

65
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IDEA 2004

• 34 CFR 300.320
• Individualized Education Program (IEP)
• A written statement that includes
• Present level of academic achievement and
  functional performance
• Measurable annual goals
• A description of how progress will be measured
  and
• Special education and related services to be
  provided to enable appropriate advancement
  towards achieving annual goals

66
67
ARD and LPAC Committee Collaboration

• ARD committee needs the LPAC to help identify
  potential language barriers in the evaluation
  process
• LPAC needs the ARD committee to help identify
  disabilities that may be barriers in the language
  assessment process

67
68
ARD and LPAC Committee Collaboration- Entry

• TAC 89.1225(f)(4)
• The admission review and dismissal (ARD)
  committee in conjunction with the language
  proficiency assessment committee shall determine
  an appropriate assessment instrument and
  designated level of performance for indicating
  limited English proficiencyfor students for whom
  those tests would be inappropriate as part of the
  individualized education program (IEP). The
  decision for entry into a bilingual education or
  English as a second language program shall be
  determined by the ARD committee in conjunction
  with the language proficiency assessment
  committee

68
69
(Exit)
89.1225. Testing and Classification of Students.

• (k) The ARD committee in conjunction with the
  language proficiency assessment committee shall
  determine an appropriate assessment instrument
  and performance standard requirement for exit
  under subsection (h) of this section for students
  for whom those tests would be inappropriate as
  part of the IEP. The decision to exit a student
  who receives both special education and special
  language services from the bilingual education or
  English as a second language program is
  determined by the ARD committee in conjunction
  with the language proficiency assessment
  committee in accordance with applicable
  provisions of subsection (h) of this section.

69
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ARD and LPAC Committee Collaboration- Exit

• TAC 89.1225(k)
• The ARD committee in conjunction with the
  language proficiency assessment committee shall
  determine an appropriate assessment instrument
  and performance standard requirement for exitfor
  students for whom those tests would be
  inappropriate as part of the IEP. The decision to
  exit a student who receives both special
  education and special language services from the
  bilingual education or English as a second
  language program is determined by the ARD
  committee in conjunction with the language
  proficiency assessment committee

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ARD and LPAC Committee Collaboration

• The ARD committee and the LPAC must work
  collaboratively
• Timeline challenge
• Initial Placement
• Bilingual/ESL timeline 4 weeks
• TAC 89.1225(g)
• Special Education 90 days
• CFR 300.301(c) and 300.323
• Exit Decision
• End of the year
• TAC 89.1225(h)

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ARD and LPAC Committee Collaboration

• The work
• Determine appropriate participation
• Assessments for entry and exit
• Design appropriate instruction
• Formative assessment
• Benchmarks/Progress Monitoring
• Determine how instruction will be provided
• Measure effect of instruction based on annual
  goals

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The IEP--- Scenario 1

• ARD committee and LPAC identify bilingual/ESL
  goals in the students IEP
• Both committees need to collaborate to
• Design appropriate specially designed instruction
• Determine who will provide the specially designed
  instruction
• Determine how progress will be measured

73
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The IEP--- Scenario 2

• ARD committee and LPAC do not identify
  bilingual/ESL goals in the students IEP
• Student not identified as LEP
• Both committees need to collaborate
• Ensure that the student is making appropriate
  progress towards achieving annual goals

74
75
The IEP ---Scenario 3 4

• ARD committee and LPAC exit a student from
  bilingual/ESL services
• Student is making appropriate progress towards
  annual goals
• Use guidance documents from BISD
• Both committees need to reconvene
• Determine whether the student should be
  re-identified as LEP or should receive
  additional support services if in his 2 year
  follow up he is not making progress.

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Assessments for Students Served by Special
Education

• TAKS
• TAKS (Accommodated)
• TAKSM
• TAKSAlt

There are no more LDAA options.
76
77
TAKS (Accommodated)

• TAKS includes a form called TAKS (Accommodated)
  for students served by special education who meet
  the eligibility requirements for certain specific
  accommodations. The TAKS (Accommodated) form
  includes format accommodations and contains no
  embedded field-test items. TAKS (Accommodated)
  will be in
• Grades 39 reading
• Grades 310 and exit level math
• 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

77
78
TAKSModified (TAKSM)
TAKSM is an alternate assessment based on
modified academic achievement standards and is
designed for students served by special education
who meet participation requirements. TAKSM
covers the same grade-level content as TAKS, but
TAKSM tests have been modified in format and
test design. Test questions are simplified to
make them more accessible by students with
special needs. TAKSM is not available in
Spanish.

• The 2008 TAKSM field tests
• will include
• Grade 9 reading
• Grade 9 and 11 math
• Grade 11 ELA
• Grade 11 science
• Grades 8, 10, and 11 social studies

• The 2008 TAKSM operational tests will include
• Grades 3-8 reading
• Grade 10 ELA
• Grades 3-8 and 10 math
• Grades 5,8, and 10 science

78
79
TAKSAlternate (TAKSAlt)

• TAKSAlt is an alternate assessment based on
  alternate academic achievement standards and is
  designed for students with significant cognitive
  disabilities who meet participation requirements.
  It is not a traditional paper-pencil or
  multiple-choice test. TAKSAlt involves teachers
  observing students as they complete
  teacher-designed activities that link to the
  grade-level TEKS curriculum. Teachers then score
  student performance using the TAKSAlt rubric and
  submit results and documentation through an
  online instrument.
• TAKSAlt is
  administered for
  
• Grades 39 reading
• Grades 311 mathematics
• Grades 4 and 7 writing
• Grades 10 and 11 ELA
• Grades 5, 8, 10 and 11 science
• Grades 8, 10, 11 social studies

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80
What about LEP-exempt recent immigrants served by
special education?

• These students will take
• LAT administrations of TAKS
• LAT administrations of TAKSM
• This group of students is very small. Few
  students served by special education are recent
  immigrants.

81
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.

82
What about LEP-exempt recent immigrants served by
special education?

• These students will take
• LAT administrations of TAKS
• LAT administrations of TAKSM
• This group of students is very small. Few
  students served by special education are recent
  immigrants.

83
What about LAT and TAKSAlt?

• There are no LEP exemptions from TAKSAlt.
  Therefore, there is no LAT process for TAKSAlt.
• LEP exemptions are not necessary for TAKSAlt
  because students taking TAKSAlt may be assessed
  in a linguistically appropriate manner through
  activities that may or may not be language
  dependent.

84
LPAC and ARD Committee Collaboration

• 19 TAC Chapter 89 revisions effective this school
  year require ARD committees and LPACs to work in
  conjunction to make decisions for ELLs served by
  special education.
• The collaboration isnt new, but is strengthened.

84