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

• TEA ppt. enhanced
• Region 10 ESC training for the LPAC
• Prepared and Presented by
• Rose McCluer
• 972-348-1530
• rose.mccluer_at_region10.org

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Procedural Manual for Spring 2007
5
2007 LPAC Manual

• http//www.tea.state.tx.us/student.assessment/reso
  urces/guides/lpac/index.html
• p. 11 Role of the LPAC
• p. 12 Composition of the LPAC
• Appendix C - p. 117
• Component of the Texas Student Assessment
• pp. 104-115 Blank Forms for Documentation

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Review of LEP Exemption Criteriafor
State Assessment
7

• p. 17
• LEP students in their fourth or subsequent
  school year of enrollment in a U.S. school are
  not eligible for a LEP TAKS Exemption even if
  they have been enrolled for partial school year.
• The three year count starts with Grade 1.
• No action is required on the part of the LPAC for
  students not Exempt and taking TAKS.

8
TAKS LEP Exemption for Students in Grades 3-10

• No changes from the previous year.
• A possible 3 year LEP TAKS Exemption
• for qualifying students.
• p. 27 Category 1- Bilingual
• p. 36 Category 2- ESL
• pp. 52-67 Documentation Requirements by the LPAC.

9

• Important pages to note
• p.17
• Definition of Immigrant for TAKS purpose.
• Partial year counts as one year.
• pp. 22, 24 Flow Chart Category 1-Bilingual
• pp. 30, 32 Flow Chart Category 2- ESL

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TAKS in English or SpanishGrades 3-6

• p. 13
• Language of instruction determines language of
  assessment.
• The decision to administer TAKS in English or
  Spanish or to grant an exemption may vary by
  subject area.
• LEP exemptions combined with administrations of
  the Spanish-version already total 3 years.
• Questions 21 on p.92 SSI
• LPAC considering a change in language for
  second administration.

11
Two-Way Bilingual

• Non-LEP in a two-way Bilingual program
• can be tested in English or Spanish...
• but cant be Exempt.

12
Exit Level TAKS LEP Postponement for Students in
Grades 11 and 12

• No changes from the previous year.
• A possible one time Exit Level TAKS
  postponement for qualifying LEP students.
• p. 45- Exit Level LEP Postponement.
• p. 46 Documentation Requirements by the LPAC.

13
Student Examples

• pp. 49-51
• Scenarios provide examples of the LPAC
  process for monitoring student progress and
  making assessment decisions.

14
LEP Students in Special Education

• pp. 79- 82 New Information
• p. 81 Revamped
• Added information on LEP-Exempt from TAKS,
  TAKS-I or SDAA II.
• p. 83-84 LEP-Exempt vs ARD Exempt

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Whats New This Year?

• p. 1
• Update on assessment options for students served
  by special education.
• New LAT reading requirements.
• Updated state assessment results.
• FAQ to note See question 21 on page 92

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Alternate Assessments for Students Served by
Special Education

• p. 6 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.

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Assessment Decisions for LEP Students Served by
Special Education

• pp.78-86
• 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.

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A Closer Look at
LATFederal Assessment AYP
19
Who is eligible for LAT?

• pp. 37-43 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.
20
LAT Math and AYP

• pp. 8, 37
• 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.

21
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.

22
New Federal Policy Directive LAT Reading

• Nov. 13 Letter from Com. Neeley
• 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.

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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.

24
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.

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LAT Reading/ELA

• For the TEA-TETN hook-up with Region 10, contact
  Gary Bower 972-348-1164
• Fax your attendance to 972-348-1531
• If you miss it...
• Kerry Gain, Region 10 TAKS Consultant
• will present same content via
• Videoconference on Feb. 12 from 1-3.
• 16 sites with on-line registration

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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.

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LAT Reading Tests

• pp.39-40
• 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.

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LAT Math Accommodations
29
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.

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6 LAT Math Accommodations

• pp. 38-39
• Linguistic Simplification
• Oral Translation
• Reading Assistance
• Bilingual Dictionary
• Bilingual Glossary
• English-Spanish LAT Side by Side

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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.

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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).

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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.

34
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.

35
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.

36
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.

37
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.

38
LAT Reading Accommodations
39
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 reading instruction and
  testing.

Consistent with LAT math accommodations
40
LAT Reading Accommodations
pp. 39-40 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.
41
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.
42
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.

43
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.)

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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.

45
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.

46
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
47
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
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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.

49
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.

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Planning for LAT Administrations
51
Planning for LAT Administrations

• p. 40-43 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.
52
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.

53
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.

54
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.

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Planning for TELPAS AdministrationsFederal
Assessment AMAOs
56
Assessment Dates for TELPAS

• TELPAS RPTE, TOP
• Testing Window
• March 5-30
• RPTE and RPTE II - Grades 2-12
• Test and Field Test
• TOP Rating - Grades K-12

57
LEP on PEIMS

• TELPAS includes all LEP in
• Bilingual
• ESL
• Parent Denials

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RPTE and RPTE II

• p. 9, 69
• 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

59
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.

60
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.

61
Whats Different about RPTE II

• RPTE II will report results on 3 objectives
• Obj. 1- Word Meaning
• Obj. 2- Basic Understanding (old 2-3)
• Obj. 3- Analysis and Evaluation (old 4)

62
RPTE II New Item Types

• Academic Cloze a stand alone item type that
  requires students to find the missing word in a
  short paragraph that students might read in math
  or science class
• Academic Cloze Passage a short series of
  paragraphs on an academic topic that will have
  several blanks to fill in
• Academic Passage similar to the traditional
  passage with questions, but the plot of the
  passage will involve the application of an
  academic skill

63
RPTE II New Item Types

• Examples of these item types are posted on our
  website, along with draft RPTE II Objectives and
  Student Expectations.
• To find them, go to www.tea.state.tx.us. Under
  Most Popular Information click on the link that
  says Student Assessment Division. From that
  page, click on the ELL Assessment Information
  link in the left column.

64
RPTE II Item Types

• RPTE II will still have items associated with a
  passage and stand alone items.
• RPTE II will also have new item and passage
  types.

65
RPTE II Passage Types

• RPTE II will continue to have narrative and
  informational passages similar to RPTE and TAKS
  reading tests.

66
Online Practice for RPTE

• December 15, 2006 letter from S. Barnes
• Re Reading Proficiency Test in English
  (RPTE) Student Tutorials and Online
  Administration Previews.
• www.tea.state.tx.us/student.assessment/
• resources/letters/
• Student tutorial and Online Administration
  Preview for grade groups 2, 3-5 and 6-12.

67
2007 District and Campus Coordinator Manual

• District and Campus Coordinator Manual- TELPAS
  pp. 305- 412
• http//www.tea.state.tx.us/student.assessment/res
  ources/guides/coormanual/index.html

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TELPAS General Information

• p. 308-9
• Each district is responsible for developing
  a local schedule to administer both RPTE and TOP
  during the four-week testing window (March 5-30).
• TELPAS answer document is used to record a
  students RPTE responses and TOP ratings.

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Campus Testing Coordinator

• Responsible for training and maintaining security
  and confidential integrity at all times.
• Responsible for ensuring that RPTE test
  administrators and TOP raters have the TELPAS
  answer documents they need at the appropriate
  time.
• Provide make-up administrations for students
  absent from RPTE on scheduled day of testing.

70
RPTE II Field Test

• p. 310 Grade 2 - Take test on paper or online
  (not both).
• A machine-scorable test booklet will be provided
  for both the grade 2 paper and online field
  tests.
• The front of the grade 2 test booklet cover
  contains student demographic information, a TOP
  score code, and TOP rating fields that need to be
  completed regardless of whether students take the
  paper field test or the online field test.

71

• Remember that this year grade 2 students will be
  assessed for reading with TOP and participate in
  the RPTE II field test paper or online.
• In 2008 when RPTE II is implemented in grade 2 ,
  the domain of reading will no longer be assessed
  with TOP at grade 2.
• Grade 2 LEP/Sp.Ed.- No ARD documentation
  required for participating in field test.

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RPTE Testing Accommodations

• p.312 Allowable Accommodations for LEP with
  Special
• Needs
• Test administered at the students enrolled grade
  level.
• Decision made on individual basis.
• All accommodations documented in the students
  IEP.
• Signing/translating Oral Instructions given
  before or after the test.
• Colored Overlay/Place Marker/Magnifying Device.

73

• Small-Group/Individual Administration
• In an individual administration a student
  may read into a tape recorder. Tape recording
  must be returned with the nonscorable materials.
• Large print version of the test is available.
• No braille tests are available.
• See p. 313 - Methods of response for students
  with temporary or permanent disabling condition.

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RPTE Nonallowable Accommodations

• p. 313 Special request must be submitted 2 weeks
  prior to testing to ensure a response.
• No reading assistance.
• No English language or foreign-language reference
  materials.
• No translations or test items and reading
  selections.
• No rephrasing or clarifying of test questions,
  answer choices or selections.

75

• RPTE should be an appropriate tool for most LEP
  students served in Sp.Ed. who are receiving TEKS
  instruction in reading.
• Exceptions
• Students who need a braille version.
• Students that have severe cognitive
  impairments
• who do not receive TEKS reading
  instruction.
• LPAC and ARD must meet to document Exempt status.

76
RPTE Gridding Information

• p. 118 of LPAC Manual - No. of years in U.S.
  schools
• 2nd semester - Student first enrolled in second
  semester of 2006-2007.
• 1st semester - Student first enrolled in the
  first semester of 2006-2007.
• Note Retention counts as year
• Partial year counts as year
• This information is used to determine
  performance standard for AYP and AMAOs.

77
General Information about TOP

• p. 314
• Grades K-2 L, S, R, W
• Grades 3-12 L, S, W

78
TOP Assessment and Reporting Process

• p. 314
• Identify K-12 LEP and designate appropriate
  teachers to observe and rate.
• Conduct TOP holistic rating training using PLDs.
• On or after February 1, 2007- Raters gather
  samples of writing for each LEP in grades 2-12.
• For each TOP domain assessed, raters use the TOP
  PLDs to assign students one of the four English
  language proficiency ratings B, I, A, AH.
• Districts implement rating support or
  verification procedures to ensure the validity
  and reliability of the rating.

79

• Campus coordinators maintain documentation of the
  procedures followed for one year from the date of
  testing.
• Raters list their studentsnames and ratings on a
  TOP Student Rating Roster
• Raters also indicate the ratings of each student
  on the students TELPAS answer document.
• Raters return the TELPAS answer documents and
  TOP Student Rating Roster to the campus
  coordinators.

80

• Raters and school principals sign the completed
  rating rosters.
• The campus coordinator keeps the rating rosters
  on file in a central location for one year from
  the date of testing.
• Raters give their students writing collections
  to the campus coordinators, who sees that they
  are retained in the students permanent record
  files for two years. from the date of testing.

81
Holistic Rating Training Requirements

• p.315-316
• Face-to-face training for newly assigned raters.
• Level 1, Grades 2-12
• Online refresher training for previously trained
  individuals who have not qualified on 05-06.
  Dec. 11-Jan. 19.

82
Online Refresher Training

• Level 2, Grades 2-12
• For qualified raters of student sin Grades 2-12
  for those who qualified in spring 2006 or fall
  2006.
• Jan. 29- Mar. 2

83
Online Refresher Training

• K-1 Course
• For K-1 raters trained in 2005-2006.
• Recommended for K-1 raters trained this fall too
• Jan. 29 - Mar. 2

84
Spring Online Qualification Round

• Spring Qualification
• For Grades 2-12 raters who have been trained but
  have not yet qualified
• Jan. 29- Mar. 2

85
End Dates for Refresher Courses

• Raters should complete their refresher courses by
  the scheduled dates.
• March 30- Refresher courses available.
• Raters may wish to refer back to the course
  information and practice collections as they rate
  their students.
• March 2- Spring Qualification window will close.

86
Raters Who Do Not Qualify

• p. 316
• Raters who complete all requirements but do not
  successfully qualify may be authorized to serve
  as raters at the discretion of the district.
• However, districts are required to implement a
  rating support system for these individuals.

87
Procedures for Ensuring TOP Validity and
Reliability

• pp.317-318 and 366 of District and Campus
  Coordinator Manual
• Procedures may be district-wide or may vary by
  campus.

88
All language domains, K-12

• Raters collaborate with other teachers of the
  students in determining the students rating. The
  other teachers may or may not be raters.
• Raters collaborate with each other in determining
  the ratings of students near the border between
  proficiency levels.
• Any nonqualified raters used collaborate with
  qualified raters or with qualified, lead raters
  in determining students ratings.

89
Writing, grades 2-12

• Qualified raters provide second ratings of the
  writing collections rated by any nonqualified
  raters, and if the ratings differ, second ratings
  or additional resolution ratings are used.
• A district-determined selection of writing
  collections are rated a second time, and if the
  ratings differ, resolution ratings are provided
  and used.

90

• All writing collections are rated a second time,
  and if the ratings differ, resolution ratings are
  provided and used.
• Campuses selected for the spring 2007 TOP audit
  will submit information regarding the procedures
  followed as part of the audit process.
• Districts selected will be notified by April 28.

91
TOP Participations Guidelines for LEP/Sp.Ed.

• p.86 LPAC Manual
• Use TOP proficiency Level Descriptors (PLDs) that
  correspond to the students intructional level in
  the domain.
• Decision to grant an ARD exemption in one or more
  domains should be addressed by the ARD and
  documented in the students IEP.

92
Campus Coordinator Responsibilities

• pp.360-363
• A student is not permitted to have one TOP rater
  for some domains and another TOP rater for
  another domains.
• A students TOP rater and RPTE test administrator
  will not necessarily be the same person.
• All personnel must be trained on testing
  procedures, security and sign oath for each of
  the test.

93

• Designate a TOP Writing Collection Verifies. The
  person can be an LPAC administrator, school
  counselor, or other suitable designee.
• The designee must not be a TOP rater or
• paraprofessional.
• Paraprofessionals can serve RPTE test
  administrator, but not be TOP raters or assist in
  verifying writing collections.

94
2007 TOP Rater Manual

• pp. 14-19
• Assembling Grades 2-12 Writing Collection
• http//www.tea.state.tx.us/student.assessment/adm
  in/rpte/index.html

95
Important Gridding Information

• pp. 417-428 District and Campus Coordinator
  Manual
• p.419 L, B, ESL
• p.420 PD
• p.421 TAKS
• p.422 LEP Postponement
• p.425 LAT
• p.426 TOP
• p.428 RPTE

96
2007 LEP Assessment

• Needed resources
• LPAC Manual
• District and Campus Coordinator Manual-
  TELPAS
• RPTE Administration Manual
• TOP Rater Manual
• LAT Math Administration Manual
• LAT Reading Administration Manual