K12 Texas English Language Proficiency Assessment System TELPAS and Linguistically Accomodated Testi

1

• K-12 Texas English Language Proficiency
  Assessment System (TELPAS) and Linguistically
  Accomodated Testing
• Training of Trainers
• February 24, 2005 March 4, 2005
• Presenters
• Elizabeth Rowland, Ed.D. Debbie
  Engler-Key Kathy Wright-Chapman
• Director Consultant
  Coordinator
• Academic Services Bilingual/ESL
  Curriculum Instruction

2
Training Objectives

• Gain understanding of Texas Student Assessment
  Program administration procedures for the TELPAS
  (RPTE and TOP) and LAT
• Gain understanding of how TOP and LAT link
  instruction to assessment
• Examine key features of the Texas Observation
  Protocol (TOP) and LAT
• Prepare teachers to holistically rate English
  language proficiency levels of English language
  learners (ELLs)

3
Training Objectives

• Prepare teachers to understand the application of
  linguistic accommodations available for LEP
  exempt students during the math TAKS/SDAA II
  testing (LAT)
• Review district/campus Texas Student Assessment
  Program administration procedures for the Texas
  Observation Protocols (TOP) and LAT
• Identify district/charter next steps

4
Topics

• NCLB, TELPAS, and AMAOs
• TELPAS 2005 Administration
• TELPAS Results
• LAT 2005 Administration
• District/Charter Next Steps
• Questions/Answers

5
Questions to keep in mind throughout the day

• Who needs this training?
• Who knows the TEKS grade level content, concepts,
  and vocabulary?
• Who knows the language acquisition process?
• How am I going to organize this?
• What district-wide procedures need to be put into
  place to ensure smooth implementation?

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Setting Ground Rules

• Take Care of Yourself
• Participate Actively
• Hold your questions
• Help One Another
• Be Prompt and Punctual
• Enjoy Yourself and Have Fun!!!

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Please place questions in the parking lot.
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• NCLB,
• TELPAS, AMAOs, and AYP (LAT)

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Federal and State Accountability
Federal NCLB Assessment TAKS SDAA II
LDAA RPTE LAT NAEP
TOP
Texas Assessment TAKS SDAA II LDAA
RPTE TPRI Tejas LEE
AMAOS RPTE TOP
TAKS 3-8,10 (R, ELA, M) SDAA II LDAA RPTE
Adequate Yearly Progress (AYP) TAKS 3-8,10
(R, ELA, M) SDAA II LDAA RPTE
LAT TOP Graduation Rate Attendance
Rate Participation Rate
Texas Accountability (AEIS) TAKS
SDAA II Completion Rate (9-12) Dropout
(7-8)
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Birth of TELPAS

• English Language Proficiency (ELP) Testing
  Requirements Under
• Title III of NCLB
• Texas English Language Proficiency Assessment
  System (TELPAS)

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TELPAS in 2002-03 School Year

• RPTE B I A TAKS AH
• 3-12 reading only
• Used in first year of state-level reporting to
  USDE

B Beginning I Intermediate A
Advanced AH Advanced High
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TELPAS in 2003-04 School Year

• RPTE B I A TAKS AH 3-12 reading
  Used for reporting group performance As in
  2003, used in reports to USDE
• Observation Protocols B I A AH
• K-2 listening, speaking, writing, reading
  3-12 listening, speaking, writing
• Benchmark (field trial) administration
  individual results only no group results

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TELPAS in 2004-05 School Year

• RPTE - B I A AH 3-12 reading
• Observation Protocols - B I A AH
  K-2 listening, speaking, writing, reading
  3-12 listening, speaking, writing

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TELPAS in 2004-05 School Year

• District and campus summary reportswill include
  results from RPTE and TOP.
• RPTE and TOP proficiency ratings will be combined
  to generate TELPAS composite ratings (overall
  ratings). Reading will carry the most weight in
  the composite rating.
• TELPAS composite ratings will be used in the AMAO
  accountability measures.

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AMAO letter dated January 28, 2005

• This letter to ESCs and districts includes
• the 2004-05 AMAO indicators
• the plan for notifying districts
• the consequences of not meeting the AMAOs

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Review of AMAOs

• AMAOs are Annual Measurable Achievement
  Objectives.
• AMAOs are NCLB accountability measures related
  specifically to LEP student performance.
• Title-III funded entities are accountable for
  meeting the AMAOs.
• There are 3 AMAOs.

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• AMAO 1 and 2 Relate to English Language
  Proficiency
• AMAO 1
• Relates to progress in learning English
• AMAO 2
• Relates to attaining English proficiency

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• AMAO 3
• AMAO 3 measures the adequate yearly progress
  (AYP) of LEP students in reading and mathematics.

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• Meeting the AMAOs
• To meet the AMAOs, all 3 AMAOs must be met.

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• Objectives AMAO 1 and 2
• Our AMAO 1 objective is
• at least one proficiency level of progress each
  year based on the TELPAS composite rating
• Our AMAO 2 objective is
• attainment of TELPAS composite rating of Advanced
  High

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• AMAO Performance Targets
• States must set performance targets.
• These targets must increase annually.
• Accountability measures based on meeting AMAO
  targets will be implemented in spring 2005.

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(No Transcript)
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In 2004-05, progress for students in K-2 will
not be measured because two years of test results
are required to show progress from one
proficiency level to the next.
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AMAO Performance Target Summary, 2004-05

• K-2
• Progress n/a for 2004-05
• Attainment 1.5
• 3-12
• Progress 40
• Attainment Method 1 25
• Attainment Method 2 40

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• 2005 TELPAS Administration

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2005 TELPAS
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TELPAS Training Schedule
ESC and district coordinator overview training
has occurred.

• Schedule for in-depth training
• ESC coordinators 2/16
• District coordinators by 3/4
• Campus coordinators by 3/14
• RPTE TAs and TOP raters by 3/18
• Follow-up TETN videoconference on 3/7,
  1000-400, Event 11189

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TELPAS Administration Materials

• TELPAS coordinator manual
• TOP rater manual
• RPTE test administrator manual
• Dec. 2 ESC training handout
• Feb. 16 ESC training handouts and PowerPoints

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Changes in RPTE for Spring 2005

• An Advanced High rating will be reported.
• The rule for RPTE participation has changed.

Important!
30
Rule Change

• Like TOP, all students classified as LEP in PEIMS
  will take RPTE.
• Like TOP, students will stop taking RPTE when
  they are no longer classified as LEP.

Important!
31
Rule Change

• Immigrant students who reach Advanced High
  (rather than Advanced) on RPTE in their FIRST
  school year in the U.S. will not be eligible for
  a LEP exemption in future years.
• So, second-year immigrants this year who reached
  Advanced on RPTE last year (when they were in
  their first year in the U.S.) are not
  automatically ineligible for a LEP exemption this
  year.

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The following has not changed

• Third-year immigrants this year who reached
  Advanced on RPTE last year (when they were in
  their second school year in the U.S.) are not
  eligible for a LEP exemption this year.

Important!
33
What Is an Observation Protocol?

• A holistic assessment of a students English
  language proficiency level based on observations
  of the student in daily classroom instruction.

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RPTE TOP Testing Window

• RPTE and TOP will be given in the same testing
  window.
• One TELPAS answer document will be used for both
  assessments.

Mar. 21 Apr. 8
Important!
35
Scheduling TOP and RPTE

• Districts will decide the order for administering
  RPTE and TOP.
• Early planning is important.
• A students TOP rater and RPTE test administrator
  may not necessarily be the same person.

Important!
36
Scheduling TOP and RPTE

• Once RPTE is administered, TELPAS answer
  documents must not be checked out to TOP raters.
  They are only permitted to be handled under the
  direct supervision of the test coordinator.

Important!
See pages 55-56 and page 74 of the TELPAS
coordinator manual.
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Years in U.S. Schools Data

• It is important for this information to be
  completed and supplied accurately.
• Instructions for officially determining and
  documenting this information are in the LPAC
  assessment manual.
• See also pages 35 and 65 of the TELPAS
  coordinator manual.

Important!
38
TOP Writing

• New this spring Teachers of LEP students will
  collect writing samples that are representative
  of their students proficiency levels.
• Details are in the TELPAS manuals and the January
  24, 2005, letter to district coordinators and
  bilingual/ESL coordinators.

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TOP Rater Training

• New this spring
• Annotated, authentic student writing samples will
  be used.
• Training participants will be able to practice
  rating writing collections.

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Ensuring Rating Accuracy

• This is key
• Campus principals, coordinators, and lead
  trainers play a vital role.
• The inclusion of writing samples provides a
  vehicle for monitoring rating efficacy.

See page 54 of the TELPAS coordinator manual.
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Documentation

• TOP Student Rating Rosters signed by the rater
  and campus principal
• Training documentation forms (see appendix of
  TELPAS coordinator manual)
• Student writing collections

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• TELPAS
• Results

43
Spring 2003 TELPAS Proficiency Levels of LEP
Students in Grades 3-12
Total Students Scored 296,515
FinalStatewide Results
Advanced High
Intermediate
Beginning
Advanced

• Beginning, Intermediate, and Advanced came from
  RPTE. Advanced High came from passingTAKS
  reading/ELA (and exit level TAAS).

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Spring 2004 TELPAS Proficiency Levels of LEP
Students in Grades 3-12
Total Students Scored 304,304
FinalStatewide Results
Advanced High
Intermediate
Beginning
Advanced

• Beginning, Intermediate, and Advanced came from
  RPTE. Advanced High came from passingTAKS
  reading/ELA (and exit level TAAS).

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Spring 2004 TELPASPercent of Students Making
Progress Grades 4-12
Total Students Scored 190,698
FinalStatewide Results
At Least 1 Proficiency Level
2 Proficiency Levels
1 Proficiency Level
3 Proficiency Levels
92,643 11,038
911 104,592
students students
students students

• Beginning, Intermediate, and Advanced came from
  RPTE. Advanced High came from passingTAKS
  reading/ELA (and exit level TAAS).

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TELPAS Reports

• RPTE and TOP results will be combined in new
  TELPAS reports.
• TELPAS parent brochures in English and Spanish
  will be provided.
• TELPAS results will arrive in districts by May 6.

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AYP Requirement

• LEP Exempt must participate in live test or
  artificial failure for performance
• 95 participation required LEP current and 2
  years monitored

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Contact Information
49

• If you have questions, contact
• laura.ayala_at_tea.state.tx.us
• hroeters_at_tea.state.tx.us
• For TEA LEP student assessment information, go to
  www.tea.state.tx.us/student.assessment and click
  on the A to Z Directory.

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Linguistically Accommodated Testing (LAT) and
Inclusion of LEP Students in TAKS and SDAA II
Student Assessment Division Texas Education
Agency February 2005
51
LEP Exemptions

• Most LEP students are not eligible for exemption.
• Some are eligible for exemption in their first
  year in U.S.
• Few are eligible for exemption in their second
  or third year in U.S.

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LPAC Decision-Making Process for the Texas
Assessment Program (Grades 312)
Procedural Manual for Spring 2005
53
Exemption Decisions

• The exemption decision process requires careful
  examination of multiple decision criteria.

54
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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LPAC Manual Procedures

• The LPAC manual establishes a system not only for
  making testing decisions but also for
  strengthening instructional support and
  responding promptly to students needs.

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5 Major Topics of the Manual
1.Determining student needs 2.Providing
instructional interventions 3.Monitoring student
progress 4.Making assessment decisions 5.Maintaini
ng documentation
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One Size Does Not Fit All

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

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Required Documentation

• Evidence of insufficient schooling outside U.S.
• Instructional interventions
• Evidence of insufficient progress by spring
• Reason for exemption

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• New Policies and Procedures

60
Rule Change

• Immigrant students who reach Advanced High
  (rather than Advanced) on RPTE in their FIRST
  school year in the U.S. will not be eligible for
  a LEP exemption in future years.
• So, second-year immigrants this year who reached
  Advanced on RPTE last year (when they were in
  their first year in the U.S.) are not
  automatically ineligible for a LEP exemption this
  year.

61
The following has not changed

• Third-year immigrants this year who reached
  Advanced on RPTE last year (when they were in
  their second school year in the U.S.) are not
  eligible for a LEP exemption this year.

Important!
62
New Data Collection

• Both current LEP status and monitored status will
  be collected on answer documents and used in
  reporting test results beginning in spring 2005.

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• LEP Students and Adequate Yearly Progress (AYP)
  Measures

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AYP, Grades 3-8 and 10

• AYP measures for LEP students who are not
  LEP-exempt
• TAKS in English or Spanish
• AYP measures for students who are LEP-exempt from
  other state tests
• RPTE for reading
• linguistically accommodated testing (LAT)
  for math

65
AYP and RPTE

• If approved again by USDE, RPTE will be used for
  LEP-exempt students (for both performance and
  participation) in the same manner as it was in
  2004.
• 2004 AYP was calculated using an incremental
  RPTE progress model linked to the LEP-exempt
  students number of years in U.S. schools.

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AYP and LAT

• If approved, students who are LEP-exempt in math
  will participate in linguistically accommodated
  testing (LAT) through TAKS or SDAA II, as
  applicable.
• Students will take the secure math tests, not
  released tests.

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AYP and Math

• If approved, students tested will count in both
  the participation and performance measures for
  AYP.
• (Exception LAT scores of first-year immigrants
  will not be part of AYP performance
  calculations.)

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• Linguistically Accommodated Testing (LAT)
• in Mathematics
• for LEP-Exempt Students in
• Grades 3-8 and 10

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Fundamental Guidelines for LAT

• Linguistic accommodations used must be consistent
  with routine classroom instruction and testing.
• Linguistic accommodations used in LAT
  administrations must be documented and kept in
  the students permanent record file.

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Fundamental Guidelines for LAT

• LAT accommodations are intended to help students
  understand the language of the tests.
• LAT accommodations must not invalidate the math
  skills measured. The math the test questions
  measure must remain the same.

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LAT Training
ESC and district coordinator overview training
has occurred. In-depth training schedule

• ESC coordinators 2/17
• District coordinators by 3/4
• Campus coordinators by 3/29 4/12
• LAT test administrators by 4/1 4/18
• Follow-up TETN videoconference on 3/7,
  1000-400, Event 11189

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LAT Administration Materials

• District and campus coordinator manual supplement
• LAT supplement to TAKS and SDAA II test
  administrator manuals
• LAT training materials from Feb. 17 ESC training

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Allowable Accommodations

• 1. Spanish/English TAKS Use of both English
  TAKS and Spanish TAKS side by side
• 2. Reading assistance Reading aloud words,
  phrases, and sentences
• 3. Dictionaries Word-for-word bilingual
  dictionaries

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Allowable Accommodations

• 4. Translation Verbal translating of words,
  phrases, and sentences
• 5. Bilingual glossariesWritten glossary of
  native-language equivalents
• 6. English glossariesWritten ESL glossary
  (words and pictures)

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Allowable Accommodations

• 7. Simpler languageUsing simpler language to
  make the English more understandable
• 8. Pictures and gesturesUsing pictures and
  gestures to illustrate meaning

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Additional Guidelines

• For Spanish speakers, Spanish and English TAKS
  may be used together, or they may be used alone.
• The LPAC will decide whether the student will
  test in English or Spanish, or whether the
  student will refer to both tests.
• When a student will refer to both English and
  Spanish TAKS, the LPAC will designate and
  document the test the student will primarily
  refer to.

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Additional Guidelines

• On-grade TAKS must be used.
• LAT-tested students must not be in test rooms
  with other examinees.
• Individual / small group administrations will be
  typical.
• Only students who qualify for a LEP exemption
  based on LPAC manual procedures are eligible for
  LAT testing.
• Only LAT-trained personnel may administer LAT.

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Testing Schedule

• LAT testing may require a preview of the secure
  test.
• LAT testing that does not require previewing the
  test may occur on the day of the regularly
  scheduled test.
• LAT testing that requires previewing will occur
  AFTER the day of the live TAKS math test but
  still during the regularly scheduled week of
  testing.

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Test Security

• Security and confidentiality must be maintained
  before, during, and after testing.
• Until they are released to the public, all tests
  are secure documents.

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Testing Schedule
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For Schools To Think About

• How many LEP-exempt students do we anticipate?
• How many individual and small group
  administrations will we need?
• How many different test administrators will we
  need?
• Will we need additional test forms (Form 1)?

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For Schools To Think About

• Will we permit ESL pull out teachers to
  administer LAT or only the math teacher of
  record? Will we allow paraprofessionals to
  administer LAT?
• When will test administrators be permitted to
  preview the tests, and how will test security be
  maintained?

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For Schools To Think About

• How will we ensure that the linguistic
  accommodations are provided in an appropriate
  manner?

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Other Points

• Answer document fields relating to LAT
  administrations must be completed carefully.
• Written materials produced must be shipped back
  with the test materials.
• Voluntary online survey after testing, please
  give us feedback
• LAT test results will include student results and
  rosters.

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• Some
• Key Policies
• to Know

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True or False?

• 1. A third grade immigrant student who has been
  enrolled in U.S. schools for all of Grades 1, 2
  and 3 is not eligible for a LEP exemption from
  Grade 3 TAKS.

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True or False?

• 2. A LEP student enrolled since first grade
  (regardless of immigrant status) may take Spanish
  TAKS through Grade 5 if deemed appropriate by
  the LPAC for that individual student.
• as long as the student has not been retained

88
True or False?

• 3. The documentation of instructional
  interventions provided to LEP-exempt students is
  recommended but not required.

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True or False?

• 4. LAT-tested fifth graders are subject to SSI
  grade advancement requirements.

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True or False?

• 5. Students eligible for LAT administrations must
  be coded as LEP-exempt on the answer document,
  even if they are absent or have a testing
  irregularity.

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• Answers to true/false quiz
• 1. true
• 2. true
• 3. false
• 4. false
• 5. true