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Mid Year LPAC Review and LEP TAKS Exemptions Training

Mid Year LPAC Review and LEP TAKS Exemptions Training. AGENDA What’s new LPAC responsibilities for Mid-year review and assessment LEP Exemptions and Scenarios Program Improvement suggestions Forms and Documents Questions. Multilingual Staff. Irma Rohatgi – Program Director

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Mid Year LPAC Review and LEP TAKS Exemptions Training

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  1. Mid Year LPAC Review and LEP TAKS Exemptions Training AGENDA • What’s new • LPAC responsibilities for Mid-year review and assessment • LEP Exemptions and Scenarios • Program Improvement suggestions • Forms and Documents • Questions

  2. Multilingual Staff • Irma Rohatgi – Program Director • Jennifer Alexander – Manager – Bilingual/ESL programs • Terrie Armstrong – Team Leader • Randal Jones – Special Populations Program Specialist

  3. LPAC Responsibilities (Mid-year and Spring Assessment) In January • Determine language of end-of-year assessments for TAKS and Stanford/Aprenda (Aprenda K-5) • Determine eligibility for LEP exmptions from TAKS in grades 3-11. If exempt, students in grades 3-8 and 10 must take LAT. • LAT TAKS Reading (years 2-3) • LAT TAKS Math (years 1, 2, 3) • LAT TAKS Science (years 1, 2, 3, in grade 5, 8 and 10) • All LEP students in grades K-12, including those with parent denials (waivers) must be assessed with TELAPAS. • Review the progress of students with parental denials • Continue to monitor progress of monitored students each grading period Note: LPACs may exempt year 1 immigrant LEP students from Stanford /Aprenda who are determined to be non-literate at time of entry.

  4. LPAC Responsibilities continued All decisions or actions must be documented. • Mid-Year minutes and LEP exemption forms should be kept in the LPAC binder. • LEP folder – • Document all TAKS and TELPAS decision in the folder • Place LEP exemption forms in LEP folder for students who met TAKS LEP exemption criteria • Review all monitored students each grading period. • Enter data into the LEP panel on Chancery.

  5. What’s new this year? TELPAS – new indicator The English Language Learners Progress Indicator will be incorporated into the state rating system. • At least 60% of ELLs tested must meet the standard or progress criteria on their assessment for the campus or district to be rated recognized or exemplary. • The indicator includes current and monitored LEP students who are enrolled in at least their 2nd year in U.S. schools and who took at least one of the reading assessments (TAKS, TAKS accommodated, TAKS-M or TELPAS). • Performance is summed across grades for the All Students group only (minimum 30). • Campuses/districts may use Required Improvement criteria or exceptions to attain a higher rating.

  6. TELPAS Reading levels – Annual Measurable Achievement objectives for Title III • The 4 Stair Steps- Beginning, Intermediate, Advanced, Advanced High • Goal: Grow at least 1 level per year • Reach advanced level the year before the student takes the English TAKS

  7. What’s new continued -Administering IPT Early • Discovery – Some students who could have potentially exited last year were not given the IPT. • If students have met the 2 criteria for exiting, schools must make every effort to administer the IPT before the end of the year. • Start IPT testing in April to potential candidates.

  8. Assisting students with the IPT • Areas of concern – • Recalling details • Retelling stories • Saying numbers in sequence • Speaking in complete sentences • Irregular plurals (mouse, mice) • Forming irregular past tense (go, went) • Seasons and holidays related to U.S. culture

  9. NCLB Requirements – State and district guidelines • NCLB regulations requires states to include LEP students in K-12 state assessments and to report progress annually • Adequate Yearly Progress ( AYP) is determined by participation and/or performance based on : • Reading/language arts • Math • Graduation rates (HS only) • Attendance rates (ES and MS only) • State assessments include: • TAKS, TAKS accommodated, TAKS –modified, TAKS alternative • TELPAS (K-12) • LAT TAKS reading (yr. 2-3), math (years 1,2, 3), science (years 1-3) (science results not part of AYP) • ALL LEP students including students with waivers must take TELPAS all sections.

  10. Adequate Yearly Progress (AYP participation) Reading & Math (grades 3-8 & 10) • All LEP students – 95% or higher participation rate is required for reading and math • Passing standard – 2010-2011- 80% for reading and 75% for math • LEP students have same passing standard as other students • If LEP-exempt: • From TAKS reading - TELPAS will be used to calculate participation in year 1 and LAT TAKS reading will be used to calculate performance and participation in years 2 and 3. • From TAKS math – LAT TALS math will be used to calculate participation in year 1 and performance and participation for years 2 and 3. • From TAKS science – LAT science will be given in years 1, 2, and 3 but does count for AYP • AYP also uses 1st and 2nd year monitored students in LEP participation and performance indicators

  11. The LPAC’s role regarding TAKS/TELPAS The LPAC shall: • Determine if LEP students will take English or Spanish TAKS (based on program and language of instruction) • Determine if any LEP student may be exempt from TAKS using state/district guidelines • Document all exemptions carefully in the LEP folder • Identify and monitor instructional interventions provided to the student

  12. The LPAC’s role regarding TAKS/TELPAS continued • Determine if any 11th or 12th grade LEP student may postpone Exit level TAKS (LEP students who enroll) • Ensure that all LEP students in grades K – 12 are assessed with TELPAS including students with parent denials (W-H). • Participate in ARDs when making TAKS or TELPAS decisions for LEP students receiving special education services

  13. Direct Accommodations • Reading – • bilingual dictionary, • English dictionary, • reading aloud word or phrase • Reading aloud entire test item • Oral translation of a word or phrase • Clarification of a word or phrase • Math and Science • Linguistic simplification • Oral translation • Reading assistance • Bilingual dictionary • Bilingual glossary • English/Spanish test side by side (Spanish available in grades 3-5) • Direct accommodations must be documented. Forms may be found on the Multilingual website.

  14. Indirect LAT accommodations These accommodations are built into testing procedures and do not have to be documented for each student.

  15. 2010-2011 TAKS/TELPAS Guidelines • All students enrolled at time of TAKS must be accounted for on a TAKS answer document whether they will be actually testing or not. • Grades 3-10 – Two to three maximum LEP exemptions for eligible immigrant students • Grades 11-12 – Exit level TAKS – One time LEP postponement applies to eligible immigrant LEP students (who have been in U.S. schools for less than 12 months) for first testing opportunity only. • All LEP students K-12 served in Bilingual/ ESL programs as well as students on waivers must take the TELPAS. In rare cases, it may be necessary for the ARD committee to exempt a LEP student who receives special education services from one or more TELPAS domains (LSRW)

  16. TAKS/TELPAS Guidelines continued • Students are expected to demonstrate one level of growth on the TELPAS for every year of school participation. • Students who are LEP exempt from TAKS reading (year 1) must take the TELPAS reading for AYP participation. Students who are LEP exempt from TAKS reading (years 2-3) must take LAT TAKS reading for AYP. • Students who are LEP exempt from TAKS math (year 1) must take the LAT TAKS math for AYP participation. Students who are LEP exempt from TAKS math (years 2-3) must take LAT TAKS math for AYP. • Students who are LEP exempt from science take LAT TAKS science (5th, 8th, 10th), years 1, 2, 3. Does not count for AYP.

  17. Assessment entry data impacting AYP • Used district student ID # instead of student PEIMS # • Did not input LAT accommodations • Did not administer TELPAS to all LEP students or follow procedures for students who withdrew during testing window • Did not enter TELPAS “years in U.S. schools” in e-measurement • Did not enter rater information for section B (collaboration) by selecting : Yes, No or No domains rated • Did not complete the e-measurement process (must see green check when all data entered) • Did not respond to request from Student Assessment Dept. to correct/ complete data entry

  18. LPAC decision #1 : Administer the TAKS in English or Spanish? • TAKS is given in the language of instruction for reading and math. • Spanish TAKS is available in grades 3, 4, 5. • All content areas shall be tested in the same language. • If LEP exempt, the student is exempt for all subjects. • Students must take English TAKS after they have taken Spanish TAKS for 3 years OR if they have exhausted the 3 year combination of either TAKS exemptions or Spanish TAKS. (Absences from a test cannot be excluded from the 3 year count.)

  19. Bilingual/ESL program Placement and Language of Testing

  20. LPAC Decision #2: Take TAKS or is the student LEP exempt? • The LPAC must review 2 sets of criteria in determining which students (grades 3-10) are eligible for a LEP exemption from TAKS. • General criteria • Specific criteria- Based on type of program as well as number of years in U.S. schools NOTE: The LPAC must have documentation in the student’s LEP folder and LPAC binder to demonstrate that the he/she meets all of the exemption criteria.

  21. General Criteria: Must meet the following

  22. Specific Criteria – students receiving Spanish reading/la instruction Things to consider for LEP exemption from Spanish TAKS: • Year 1 in U.S. school (possible LEP exemption) • Schooling outside of U.S. – Did child receive foundations of learning measured on TAKS? • Instructional interventions? • Current year’s progress? • Year 2 in U.S. school – (possible LEP exemption) • Schooling outside of U.S. – Was there extensive interruption? (must have documentation in folder) • Instructional interventions? • Current year’s progress? • Year 3 in U.S. school (no exemption)

  23. Specific Criteria- LEP Students in bilingual/ESL programs receiving English R/LA instruction Things to consider for LEP exemption from English TAKS: • Year 1 in U.S. school (possible LEP exemption) • Schooling outside U.S.? Did child receive foundations of learning measured on TAKS? • Instructional interventions? • Current year’s progress • Years 2-3 in U.S. schools – (possible exemption) • Schooling outside of U.S. ? Did extensive absence/interruption result in limited achievement/literacy? • Instructional interventions? • Effect of current year’s progress • LPAC must document limited schooling • It’s possible that a student could take Spanish TAKS in year 1 or 2 but be exempt for English TAKS in year 2 or 3.

  24. Exemptions for LEP/ Sp.Ed. • LEP special ed. students may be LEP exempt by either the LPAC (if he/she qualifies) or the ARD committee in a collaborative decision. • A LEP exemption is based on limited English proficiency and allowed only if the student meets both general and specific criteria. • An ARD committee exemption is based on the students special education needs or disabilities. • All exemptions: • must be coded on TAKS answer documents • must be coded in permanent record, LPAC minutes and Chancery SIS.

  25. LPACs may not grant a LEP exemption from TAKS for any LEP student who: • Does not meet general and specific criteria • is not served in a bilingual or ESL program (i.e. a LEP student in regular ed. or with a parent denial) • receives special education but not bilingual or ESL services (I-M code).

  26. Definitions of Asylee & Refugee • An asylee is an individual who has been granted asylum under federal law. • A refugee is “any person who is outside any country of such person’s nationality... And who is unable or unwilling to return...because of persecution or a well-founded fear of persecution on account of race, religion, nationality, membership in a particular social group or political opinion.” • An unschooled asylee or refugee is a student who has a visa issued by the US Dept. of State with a Form I-94 that is stamped “Asylee”, “Refugee” or “Asylum” and, as a result of inadequate schooling outside the U.S. , the LPAC has determined that he/she lacks the necessary foundation of essential knowledge and skills mandated by the state curriculum.

  27. Asylee or Refugee status students • Unschooled LEP refugee/asylee students in year 4 or 5 may have their test scores excluded from state performance ratings • Students with “unschooled LEP asylee/refugee” status may be exempt for a period of up to 5 years. During this time they should take the LAT if they are LEP exempt. • After year 3, refugee and asylee students must take the appropriate TAKS test. • In year 4 and 5 a code will be used on the TAKS answer document to signal that the student is not to be included in TEA accountability.

  28. LPAC Documentation of LEP TAKS exemptions • The LPAC must document into the LEP folder: • If the student is taking the TAKS in English or Spanish • If the student is LEP exempt and taking LAT (mat,h reading & science) • a completed form entitled “LPAC Documentation for grade 3-10 LEP Exemption from TAKS & grade 11 exit level postponement from TAKS” • Make sure students meet both the general as well as specific exemption criteria • Document instructional interventions that will be used for TAKS exempt students • Place form both in the student’s LEP folder and a copy in the LPAC binder.

  29. Exemption Scenario #1 Does ricardo qualify ? • LEP in ESL in 5th grade • Receiving English/ESL R/LA • Born in Guatemala • Entered U.S. school in 1st grade (bilingual program) • Took TELPAS reading in 3rd grade and scored “intermediate” • Was in Mexico during the last half of 4th grade so did not take TELPAS reading or Stanford • Scored 15% on Stanford reading in 3rd grade

  30. Exemption Scenario #2 –Does Adela qualify? • LEP in ESL program – 7th grade • Receiving English ESL R/LA • Entered HISD schools in 6th grade • Born in US...family moved to El Salvador and returned when she was in 4th grade • Was in bilingual program in 4th grade in Colorado... In ESL 5th grade in New Mexico • Took TELPAS reading in 6th grade- scored ‘Intermediate” • Scored 29% on Stanford reading in 6th grade

  31. Exemption scenario #3Does Lori qualify? • LEP in ESL 11th grade • Born in Korea...lived in Korea until she entered US schools in 10th grade • Exempt from English TAKS in 10th grade • Took TELPAS reading in 10th grade – scored “Intermediate” • Scored 19% on Stanford in 10th grade

  32. Exemption scenarios 4 & 5Do they qualify? Does Enrique qualify? • LEP in bilingual program – 3rd grade • Receiving Spanish R/LA • Born in the U.S. • Never lived outside of U.S....visits family in Mexico on holidays • Never taken TELPAS reading Does Nancy qualify? • Is in 4th grade in a traditional Pre-exit program (Y-P) • Born in Mexico • Came to HISD in 3rd grade • Took Spanish TAKS • Scored “beginning level on TELPAS reading

  33. What elementary schools can do to improve students’ English proficiency • Facilitate teacher analysis of test data to determine student needs • Train all teachers on 2nd language acquisition & use of ESL modifications • Include daily opportunities for L, S, R, W. • Use adequate instructional materials (adoptions, supplemental, visuals, realia, technology) • Monitor to see that teachers are providing challenging instruction • Include appropriate English books in classroom libraries • Provide early and appropriate intervention • Implement recommendations in the ESL Frameworks document • Ensure that LEP students mix with mainstream students for ancillary time • Maximize teacher’s English proficiency • Campus administrators must monitor ESL instruction in all bilingual/ESL classrooms

  34. What secondary schools can do to improve students’ English proficiency • Establish and monitor LEP student identification/placement process • Inform all teachers concerning the LEP status and ESL levels for their students • Ensure that the correct ESL course is scheduled – no more than 2 English proficiency levels in 1 class • Provide additional ESL course(reading) • Implement Sheltered Instruction (SIOP) for all content area classes • Facilitate teacher analysis of test data to determine student needs • Provide opportunities for collaboration between content teachers and ESL staff • Train all teachers concerning 2nd language acquisition, use of ESL modification and literacy development • Increase opportunities for students to practice oral language skills • Use appropriate instructional materials (i.e. adoptions, supplmental, visuals, tech.)

  35. Questions

  36. LEP TAKS Exemptions & Mid-Year LPAC Review Forms

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