Training on the LPAC Decision-Making Process for the Texas Assessment Program

1. Training on the LPAC Decision-Making Process for the Texas Assessment Program Spring 2010 Testing FINAL VERSION 1

2. TEA trains ESCs ESCs train districts LPACs use manual to make spring 2010 testing decisions 2

3. LPAC Decision-Making Process for the Texas Assessment Program Procedural Manual for 2009-2010 3

4. What’s New This Year? Information on changes in assessment program as result of House Bill 3: Elimination of grade 6 Spanish TAKS Change in LEP postponement policy Provisions for qualifying unschooled ELL asylees and refugees Clarification regarding the LPAC’s role in making assessment decisions for non-LEP students in bilingual education programs 4

5. What’s New This Year? Clarified definitions of Categories 1 & 2 Updated LAT information Updated state assessment results Clarifications about assessing ELLs who receive special education services Updated frequently asked questions

6. Grade 6 TAKS Tests No Longer Available in Spanish Effective this school year Category 2exemption criteria now apply to eligible grade 6 students in a Spanish bilingual education program because Spanish-version tests are no longer available 6

7. Change in LEP Postponement Policy Minor change was made to exit level LEP postponement policy in 19 TAC, Section 101.1005 Rule was adopted and is effective for spring test administrations LPAC manual has been updated to reflect final adopted rule 7

8. New Provisions for Unschooled ELL Asylees and Refugees Information is detailed in Appendix F Provisions affect very small number of students Provisions are effective for this spring’s testing Separate PowerPoint on new provisions available on Student Assessment website at www.tea.state.tx.us/student.assessment/ELL New rules may be accessed at http://ritter.tea.state.tx.us/rules/tac/chapter101/ch101aa.html 8 8

9. Clarified Definitions of Categories 1 & 2 Category 1: Immigrant ELLs in Spanish bilingual programs in grades 3–5 (for whom state assessments exist in both English and Spanish) Category 2: Immigrant ELLs in grades 3–10 in ESL programs Immigrant ELLs in bilingual programs for whom native language assessment does not exist 9

10. Updated LAT Information More information on relationship between linguistic accommodations in instruction and those available for LAT LAT schedule change for grades 5 and 8 reading and math 10 10

11. Spring 2009 Statewide TELPAS Results Results by years in U.S. schools for grades 3–12 K–2 results by grade 11 11

12. ELLs Receiving Special Education Services More information this year on how to choose appropriate type of TAKS assessment for these students make LEP exemption decisions for the small number who may be recent immigrants ensure appropriate TELPAS participation 12 12

13. New FAQs 10 and 11 Question 10 – whether ELLs enrolled since first grade are permitted to be administered TAKS in Spanish through grade 5 Question 11 – whether sixth-grade ELLs in Spanish bilingual programs are now required to take TAKS in English 13 13

14. New FAQ 18 • Regarding the definition of “history” as it is used in the TAKS immigrant status criterion of the general exemption criteria 14

15. A Close Look at the Manual

16. Statutory Authority TEC, Section 39.027(e) TEC, Section 39.023(m) 16

17. Purposes of Manual To help ensure that LPACs make consistent, informed assessment decisions To increase awareness of second language learners’ educational needs 17

18. 5 Major Topics of Manual 1. Determining student needs 2. Providing instructional interventions 3. Monitoring student progress 4. Making assessment decisions 5. Maintaining necessary documentation 18

19. 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 ELLs Receiving Special Education Services FAQs Appendices 19

20. Overview

21. Components of the Texas Assessment Program TAKS TAKS (Accommodated) TAKS–M TAKS–Alt LAT TELPAS • Be familiar with each component • Descriptions provided in Overview 21

22. Background Number of ELLs in Texas public schools has grown from about 570,000 in 2000-01 to over 800,000 in 2008-09 About 1 in 6 students in Texas public schools is an ELL By 2025, 1 in 4 U.S. students is projected to be an ELL

23. Federal Requirements • States must assess all students in • Vast majority of ELLs in Texas take regular TAKS in English or Spanish • ELLs designated as LEP-exempt by Texas policy are assessed with LAT* • reading and math in grades 3–8 and 10 • science in at least 1 elementary, 1 middle, and 1 high school grade • *First-year immigrants do not take LAT reading; are permitted to take just TELPAS reading test 23 23

24. AYP Inclusion * = not evaluated for AYP (Adequate Yearly Progress) • Science: No science results used in AYP (hence, no LAT science results used) 24

25. Annual Measurable Achievement Objectives (AMAOs) Are specific to ELLs Federally required accountability indicators for improving English language proficiency and academic achievement of ELLs More information about AMAO indicators is in section titled Using State Assessment Results to Monitor Progress 25

26. Rigorous Standards Curriculum, assessment, and accountability requirements becoming more and more rigorous Important to help growing ELL population meet higher standards 26 26

27. Meeting Needs of ELLs Learning challenging academic content along with a second language is not easy. Many ELLs are not able to succeed academically without promptand carefully targeted instructional support. 27

28. 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. 28

29. 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 29

30. 3 Educational Goals Reinforced by Testing Requirements 30

31. Goal 1 When needs are addressed promptly and effectively — most ELLs enrolled since 1st grade will be able to meet TEKS requirements as measured by TAKS in English or Spanish by grade 3 31

32. Goal 2 When needs are addressed promptly and effectively — most immigrant ELLs in Spanish bilingual programs will be able to meet TEKS requirements as measured by Spanish TAKS in 1st year in U.S. 32

33. Goal 3 When needs are addressed promptly and effectively — most immigrant ELLs entering U.S. schools with little or no English or with limited prior schooling will be able to meet TEKS requirements as measured on TAKS by 3rd year in U.S. 33

34. LPAC Role To fulfill state requirements, LPAC must follow procedures in manual monitor student progress and determine appropriate instructional interventions make decisions on individual student basis function as a committee document decisions, instructional interventions for exempted students, and reason for exemption in student’s permanent record file 34

35. Decisions about Testing in Spanish or English (Gr. 3–5)

36. Language of Testing • LPACs responsible for deciding which Spanish-speaking ELLs in grades 3–5 take TAKS in English and which in Spanish • By lawSpanish TAKS may be taken for 3 years 36

37. Counting Years Years of taking Spanish TAKS are counted in terms of years of TAKS administrations. Grades 1 and 2 don’t count because TAKS is not administered in these grades. 37

38. Decision Criteria Decisions about whether to give TAKS in English or Spanishare guided by — language of student’s instruction, and language in which student can best demonstrate academic skills Decision to administer TAKS in Spanish or English may vary by subject area 38

39. Program Differences Spanish TAKS generally appropriate for students in bilingual programs receiving most academic instruction in Spanish Language of instruction in ESL programs is English; however, Spanish TAKS may sometimes be appropriate for student in ESL program 39

40. Non-LEP Students in Bilingual Education Programs • School districts may administer Spanish TAKS to a non-LEP student in a bilingual education program if the LPAC determines TAKS in Spanish to be the most appropriate measure of the student’s academic progress • A student may not be administered the Spanish-version assessment for longer than three years 40

41. Non-LEP Students in Bilingual Education Programs • This regulation • is specific to the role of the LPAC in making assessment decision • does not require the LPAC to conduct other types of LPAC meetings • Local documentation should be kept of the LPAC’s decision to administer the Spanish version of the test to the student 41

42. LEP Exemptions LAT Administrations 42

43. Commissioner’s Rules LEP exemption criteria based on commissioner’s rules in Texas Administrative Code (TAC), Chapter 101, Subchapter AA TAC website link available in Appendix A 43

44. Key Terminology General exemption criteria Specific exemption criteria Category 1 Category 2 44

45. General Exemption Criteria 5 “record-keeping” criteria student must meet before LPAC can consider specific exemption criteria The 5 criteria are: 1. LEP Status 2. Program Participation 3. TAKS Immigrant Status 4. Years in U.S. Schools 5. Grades 2–12 TELPAS Reading Rating 45

46. Relate to whether student has academic or linguistic difficulties stemming from schooling outside U.S. Require LPAC to examine student’s school experiences outside U.S. and progress by time of spring’s test administrations Definitions:Specific Exemption Criteria 46

47. Category 1: Immigrant ELLs in Spanish bilingual education programs in grades 3–5 (for whom state assessments exist in both English and Spanish) Category 2: Immigrant ELLs in grades 3–10 in ESL programs Immigrant ELLs in bilingual programs but a native language assessment does not exist Definitions:Categories 1 and 2 47

48. Specific Exemption Criteria Specific exemption criteria differ according to a student’s— category number of school years in the U.S. Category 1 or 2? Year 1, 2, or 3? 48

49. Key Differences Next 5 slides show key differences in specific exemption criteria according to exemption category years in U.S. schools • Remember, specific exemption criteria relate to: • school experiences outside U.S. • progress by time of spring’s test administration 49

50. Category 1—1st School Year in U.S. Insufficient schooling outside U.S. = student was not provided foundation of learning outsideU.S. that Texas requiresat student’s enrolled grade 50