training on the lpac decision-making process for the texas assessment program

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2. 2 The first page of the manual highlights substantive changes or updates. The first page of the manual highlights substantive changes or updates.

3. 3 What�s New This Year? Clarifications about assessing ELLs who receive special education services Updated frequently asked questions

4. New Provisions for Unschooled ELL Asylees and Refugees Information to be detailed in Appendix when new commissioner rules final Provisions to affect very small number of students Provisions to be effective for this spring�s testing

5. 5

6. 6 Statutory Authority The following citations are in the Foreword of the manual. Section 39.027 (e) of the Texas Education Code (TEC) requires the Texas Education Agency (TEA) to develop an assessment system that evaluates the academic progress, including reading proficiency in English, of limited English proficient students. Section 39.023 (m) of the Texas Education Code requires TEA to develop procedures for LPACs to follow to ensure that exempted LEP students are administered TAKS at the earliest practical date. Note: This manual delineates the procedures that LPACs are to follow in accordance with state law. The following citations are in the Foreword of the manual. Section 39.027 (e) of the Texas Education Code (TEC) requires the Texas Education Agency (TEA) to develop an assessment system that evaluates the academic progress, including reading proficiency in English, of limited English proficient students. Section 39.023 (m) of the Texas Education Code requires TEA to develop procedures for LPACs to follow to ensure that exempted LEP students are administered TAKS at the earliest practical date. Note: This manual delineates the procedures that LPACs are to follow in accordance with state law.

7. 7 Purposes of Manual To help ensure that LPACs make consistent, informed assessment decisions To increase awareness of second language learners� educational needs The procedures in this manual will help LPACs comply with the testing requirements for ELLs and better understand issues affecting their educational progress. It is hoped that this manual will promote discussion, planning, and sharing of ideas � both at the local and state levels � concerning ways to better meet the needs of second language learners. The procedures in this manual will help LPACs comply with the testing requirements for ELLs and better understand issues affecting their educational progress. It is hoped that this manual will promote discussion, planning, and sharing of ideas � both at the local and state levels � concerning ways to better meet the needs of second language learners.

8. 8 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 Note # 2 in particular. This LPAC manual emphasizes the need to provide instructional interventions for students for whom an exemption or LEP postponement may be necessary. Note # 2 in particular. This LPAC manual emphasizes the need to provide instructional interventions for students for whom an exemption or LEP postponement may be necessary.

9. 9 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 The training slides are organized according to these sections. A full day of training is recommended for LPAC members who are unfamiliar with the manual.The training slides are organized according to these sections. A full day of training is recommended for LPAC members who are unfamiliar with the manual.

10. 10 This section of the manual contains background information on the state assessment program, the needs of second language learners, and the role of the LPAC.This section of the manual contains background information on the state assessment program, the needs of second language learners, and the role of the LPAC.

11. 11 Components of the Texas Assessment Program TAKS TAKS (Accommodated) TAKS�M TAKS�Alt LAT TELPAS

12. Background Number of ELLs in Texas public schools has grown from about 570,000 in 2000-01 to over 800,000 in 2008-09 PISD #s: 808 in 2000 to 3831 in 2009 About 1 in 6 students in Texas public schools is an ELL PISD #s: about 1 in 5.5 (17.4%) By 2025, 1 in 4 U.S. students is projected to be an ELL More than 90% of Texas ELLs are Spanish speakers, and over 100 native languages are represented. Some parts of the state have more ELLs than others, and some districts have significant numbers of immigrant students. More than 90% of Texas ELLs are Spanish speakers, and over 100 native languages are represented. Some parts of the state have more ELLs than others, and some districts have significant numbers of immigrant students.

13. Federal Requirements

14. AYP Inclusion Note to trainers: This information is no longer provided in the manual.Note to trainers: This information is no longer provided in the manual.

15. 15 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 Detailed information may be found in the No Child Left Behind section of the TEA website under Title III, Part A � LEP.Detailed information may be found in the No Child Left Behind section of the TEA website under Title III, Part A � LEP.

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

17. 17 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 prompt and carefully targeted instructional support. Refer to pages 5�6 of the manual for more information about the educational needs of second language learners.Refer to pages 5�6 of the manual for more information about the educational needs of second language learners.

18. 18 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. The LPAC manual is designed to help schools better identify and respond to the widely varying needs of second language learners. The section titled Using State Assessment Results to Monitor Progress includes TELPAS data on the current performance and annual progress of ELLs in Texas. Districts are encouraged to analyze performance data in meaningful ways to identify and monitor the progress and needs of their ELLs. The LPAC manual is designed to help schools better identify and respond to the widely varying needs of second language learners. The section titled Using State Assessment Results to Monitor Progress includes TELPAS data on the current performance and annual progress of ELLs in Texas. Districts are encouraged to analyze performance data in meaningful ways to identify and monitor the progress and needs of their ELLs.

19. 19 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

20. 3 Educational Goals Reinforced by Testing Requirements 20 Point out that the assessment requirements go hand in hand with goals for helping ELLs succeed in learning the TEKS.Point out that the assessment requirements go hand in hand with goals for helping ELLs succeed in learning the TEKS.

21. 21 Goal 1 This goal emphasizes the need for schools to have systems in place to help ELLs who are in Texas schools since first grade be successful in the TEKS curriculum by third grade. This goal applies to all ELLs� whether they are immigrants or have lived in the U.S. since birth.This goal emphasizes the need for schools to have systems in place to help ELLs who are in Texas schools since first grade be successful in the TEKS curriculum by third grade. This goal applies to all ELLs� whether they are immigrants or have lived in the U.S. since birth.

22. 22 Goal 2 While some Spanish-speaking immigrants may have had seriously limited prior school experiences when they arrive in the U.S., many come to the U.S. academically prepared. This goal addresses the need to help such students stay in step academically and demonstrate their skills on the Spanish versions of TAKS.While some Spanish-speaking immigrants may have had seriously limited prior school experiences when they arrive in the U.S., many come to the U.S. academically prepared. This goal addresses the need to help such students stay in step academically and demonstrate their skills on the Spanish versions of TAKS.

23. 23 Goal 3 This goal emphasizes the need for schools to provide carefully targeted intensive instruction to immigrant ELLs with these types of backgrounds. Unless systems are in place to help ELLs who have limited prior schooling make rapid progress in the first few years, they are likely to be unable to catch up with their peers over the years. This goal emphasizes the need for schools to provide carefully targeted intensive instruction to immigrant ELLs with these types of backgrounds. Unless systems are in place to help ELLs who have limited prior schooling make rapid progress in the first few years, they are likely to be unable to catch up with their peers over the years.

24. 24 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

25. This section focuses primarily on making exemption decisions. Requirements for documenting exemption decisions are addressed in the section titled Documentation Requirements for Students Granted a LEP Exemption. This section focuses primarily on making exemption decisions. Requirements for documenting exemption decisions are addressed in the section titled Documentation Requirements for Students Granted a LEP Exemption.

26. 26 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 LPAC members should have a general understanding of the LEP exemption rules in Section 101.1007(b) before receiving training on this section. Key points in 101.1007(b) : LEP exemptions don�t apply to exit level, only to grades 3�10 Immigrant ELLs with inadequate schooling outside U.S. may be eligible for exemption Maximum exemption period is 3 years and no �blanket� exemptions allowed Because of availability of Spanish TAKS, the allowable exemption period for students in grades 3-5 Spanish bilingual programs is generally not permitted to exceed one year. Additional years of exemption are allowable only if student had extensive gaps in schooling outside U.S. A student who is not in a Spanish bilingual program may need to be exempt in some cases for a 2nd or 3rd school year in U.S. Once the designated level on TELPAS reading test is reached, exemption is not permitted in future years. LEP-exempt students are required participate in LAT to meet federal testing requirements in designated grades and subjects. LPAC members should have a general understanding of the LEP exemption rules in Section 101.1007(b) before receiving training on this section. Key points in 101.1007(b) : LEP exemptions don�t apply to exit level, only to grades 3�10 Immigrant ELLs with inadequate schooling outside U.S. may be eligible for exemption Maximum exemption period is 3 years and no �blanket� exemptions allowed Because of availability of Spanish TAKS, the allowable exemption period for students in grades 3-5 Spanish bilingual programs is generally not permitted to exceed one year. Additional years of exemption are allowable only if student had extensive gaps in schooling outside U.S. A student who is not in a Spanish bilingual program may need to be exempt in some cases for a 2nd or 3rd school year in U.S. Once the designated level on TELPAS reading test is reached, exemption is not permitted in future years. LEP-exempt students are required participate in LAT to meet federal testing requirements in designated grades and subjects.

27. 27 Key Terminology These terms are defined and explained briefly on the next 3 slides.These terms are defined and explained briefly on the next 3 slides.

28. 28 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 Participants unfamiliar with the LPAC manual procedures should review page 12 of the manual carefully, including the footnotes at the bottom of the page. Participants unfamiliar with the LPAC manual procedures should review page 12 of the manual carefully, including the footnotes at the bottom of the page.

29. 29 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

30. 30 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 Category 2 encompasses students whose language instructional program model does not include native language instruction (ESL programs) as well as students in bilingual programs for whom native language assessments do not exist. Note that the definition of category 2 has been updated to reflect the House Bill 3 elimination of grade 6 Spanish TAKS, and to clarify that recent immigrant ELLs receiving special education services for whom TAKS�M would be appropriate are in category 2, not category 1. Category 2 encompasses students whose language instructional program model does not include native language instruction (ESL programs) as well as students in bilingual programs for whom native language assessments do not exist. Note that the definition of category 2 has been updated to reflect the House Bill 3 elimination of grade 6 Spanish TAKS, and to clarify that recent immigrant ELLs receiving special education services for whom TAKS�M would be appropriate are in category 2, not category 1.

31. 31 Specific Exemption Criteria Specific exemption criteria differ according to a student�s� category number of school years in the U.S. The specific exemption criteria differ because the availability of TAKS in Spanish makes fewer exemptions necessary for students in category 1. The specific exemption criteria for category 1 and category 2 are addressed in separate sections in the manual. You do not have any students in category 1, so we will skip that section. Students in Category 2 Page 24: Students in their first school year in U.S. Page 26: Students in their second or third school year in U.S. Trainers should determine the best way to familiarize participants with Category 1 and 2 specific exemption criteria. The approach taken will vary depending on the time allotted for the training session, the knowledge base of the session�s participants, and whether the participants deal more with students from one category than the other.The specific exemption criteria differ because the availability of TAKS in Spanish makes fewer exemptions necessary for students in category 1. The specific exemption criteria for category 1 and category 2 are addressed in separate sections in the manual. You do not have any students in category 1, so we will skip that section. Students in Category 2 Page 24: Students in their first school year in U.S. Page 26: Students in their second or third school year in U.S. Trainers should determine the best way to familiarize participants with Category 1 and 2 specific exemption criteria. The approach taken will vary depending on the time allotted for the training session, the knowledge base of the session�s participants, and whether the participants deal more with students from one category than the other.

32. 32 Key Differences Next 5 slides show key differences in specific exemption criteria according to exemption category years in U.S. schools

33. 33 Category 2: Insufficient Schooling Outside U.S. Insufficient schooling outside the U.S. = an inadequate foundation of learning outside the U.S. in terms of knowledge of English and/or academic skills Inadequate knowledge of English is considered for students in category 2 because they generally receive their academic instruction in English and demonstrate academic progress in English when they take state assessments. Note 1: Exemption is not automatically justified for student in category 2 who entered U.S. schools with insufficient schooling outside the U.S. When provided with effective instruction, students who enter the U.S. with some knowledge of English may be able to acquire the necessary skills by the time of spring testing. For this reason it is important to provide appropriate instructional interventions and examine the progress the student has made by the spring of the year. Note 2: The definition of insufficient schooling outside the U.S. does not vary between the student�s first and third year in the U.S. What does vary for students in this category is how to determine sufficient progress by the spring of the year. See the next slide.Inadequate knowledge of English is considered for students in category 2 because they generally receive their academic instruction in English and demonstrate academic progress in English when they take state assessments. Note 1: Exemption is not automatically justified for student in category 2 who entered U.S. schools with insufficient schooling outside the U.S. When provided with effective instruction, students who enter the U.S. with some knowledge of English may be able to acquire the necessary skills by the time of spring testing. For this reason it is important to provide appropriate instructional interventions and examine the progress the student has made by the spring of the year. Note 2: The definition of insufficient schooling outside the U.S. does not vary between the student�s first and third year in the U.S. What does vary for students in this category is how to determine sufficient progress by the spring of the year. See the next slide.

34. 34 Category 2: Determining Progress by Spring In student�s 1st school year in U.S. � LPAC considers both academic language proficiency in English and academic skills mastery In student�s 2nd/3rd school years � LPAC considers only academic language proficiency in English It is important for LPAC members to understand the distinction between academic language proficiency and academic skills mastery to make appropriate assessment decisions for students in category 2 who are in their second or third year in the U.S. Academic language proficiency in English is defined on page 29 of the manual. Once a student in the second or third school year in the U.S has acquired academic language proficiency, a meaningful assessment of his or her academic skills mastery can be conducted. Reminder: A student may not be exempted solely on the basis that the previous year�s TELPAS reading rating. Progress by the spring of each year must be reviewed by the LPAC.It is important for LPAC members to understand the distinction between academic language proficiency and academic skills mastery to make appropriate assessment decisions for students in category 2 who are in their second or third year in the U.S. Academic language proficiency in English is defined on page 29 of the manual. Once a student in the second or third school year in the U.S has acquired academic language proficiency, a meaningful assessment of his or her academic skills mastery can be conducted. Reminder: A student may not be exempted solely on the basis that the previous year�s TELPAS reading rating. Progress by the spring of each year must be reviewed by the LPAC.

35. 35 they meet all 5 general criteria; AND they entered U.S. with insufficient prior schooling, as defined by their category and years in U.S. schools; AND their progress is unsatisfactory as of spring testing despite interventions; AND LPAC attributes lack of progress to schooling outside U.S. The flow charts are on the following pages in the manual. Trainers should determine the best way to review the flow charts with participants. Category 2 Page 25: Flow chart for students in their first school year in U.S. Page 27: Flow chart for students in their second or third school year in U.S. The flow charts are on the following pages in the manual. Trainers should determine the best way to review the flow charts with participants. Category 2 Page 25: Flow chart for students in their first school year in U.S. Page 27: Flow chart for students in their second or third school year in U.S.

36. 36 LPAC Decision-Making Process After general exemption criteria are met, LPAC uses a step-by-step process to examine specific exemption criteria and make assessment decisions

37. 37 Steps of Decision-Making Process Step 1. Review schooling outside U.S. Step 2. Determine and monitor instructional interventions Step 3. Examine current year�s progress Step 4. Make and document assessment decision LPACs will follow these 4 steps for students in both categories 1 and 2. Certain particulars of the steps differ according to the category, however, and should be reviewed carefully. LPACs will follow these 4 steps for students in both categories 1 and 2. Certain particulars of the steps differ according to the category, however, and should be reviewed carefully.

38. 38 Exemptions and Targeted Instructional Support Remember the connection between need for exemption and need for increased instructional support and monitoring

39. 39 Students must meet all 5general exemption criteria to beeligible for exemption Students must also meet all specific exemption criteria to be eligible for exemption Summing Up

40. 40 Exemption Criteria Summary Charts A 1-page list of all exemption criteria for students in each category is provided. For category 1, see page 22 For category 2, see page 30 These summaries are a handy reference of all the general and specific exemption criteria students in each category must meet. These summaries are a handy reference of all the general and specific exemption criteria students in each category must meet.

41. 41

42. 42 Unusual Exemption Circumstances What about � a student who took TAKS last year in error? an elementary student who took Spanish TAKS last year while in a bilingual program but is in middle school this year where only an ESL program is offered? You may use the next 3 slides to respond to questions concerning students who might qualify for an exemption this year but were for some reason administered TAKS last year. Emphasize the need for LPACs to ensure that exemption under such circumstances is absolutely warranted. You may use the next 3 slides to respond to questions concerning students who might qualify for an exemption this year but were for some reason administered TAKS last year. Emphasize the need for LPACs to ensure that exemption under such circumstances is absolutely warranted.

43. 43 Unusual Exemption Circumstances Points to remember � Such special circumstances are rare Any error from a previous year must be explained thoroughly in documentation All general and specific exemption criteria apply according to the student�s category and year in U.S. schools, and all documentation procedures still apply

44. 44 Unusual Exemption Circumstances Points to remember � The LPAC must be confident that decision to exempt student who tested previously is not based more on school accountability concerns than appropriate measurement of student learning It must be clear that decision toexempt was made on individual student basis (�blanket� decisions prohibited)

45. 45

46. 46 Purpose of Linguistically Accommodated Testing (LAT) To include students who are LEP-exempt under Texas policy in federally required testing in a way that enables them to better understand the language used on the tests

47. 47 Allowable LAT Accommodations Math and Science LAT accommodation charts are found on pages 32�33 of the manual. LAT accommodation charts are found on pages 32�33 of the manual.

48. 48 Allowable LAT Accommodations Reading/ELA

49. LAT Accommodations LAT accommodations are described in detail in 2009-2010 Accommodations Manual Student scenarios useful for training on linguistic accommodations are included in LAT Test Administrator Manual LAT for TAKS vs. TAKS�M differs somewhat. Page 35 of manual outlines TAKS�M differences The accommodations manual is posted on the TEA website annually in the fall. The LAT test administrator manual is sent to districts and posted on the TEA website before the spring test administrations. The accommodations manual is posted on the TEA website annually in the fall. The LAT test administrator manual is sent to districts and posted on the TEA website before the spring test administrations.

50. 50 What about LAT and SSI? Students assessed with LAT math and reading not subject to SSI test requirements They do not retake SSI tests if not successful

51. 51 LAT Eligibility Eligibility criteria for math/science vs. reading/ELA differ somewhat: LAT math and science Given to all LEP-exempt ELLs whether 1st, 2nd, or 3rd school year in U.S. LAT reading and ELA Given to 2nd and 3rd year LEP-exempt ELLs NOT given to 1st year LEP-exempt ELLs

52. 52 LAT Accommodation Decisions Documentation must be kept in student�s permanent record file Multiple accommodations are often appropriate Decisions must be based on individual needs of student and whether accommodations are used routinely in instruction and testing Decisions require collaboration with subject-area teacher and testing coordinator Decisions involve reviewing accommodations used in instruction LAT Administration Planning Rosters are found on pages 36 and 37. Trainers may wish to point out that information on LPAC and ARD committee coordination for ELLs receiving special education services is found in the section titled Provisions for ELLs Receiving Special Education Services. LAT Administration Planning Rosters are found on pages 36 and 37. Trainers may wish to point out that information on LPAC and ARD committee coordination for ELLs receiving special education services is found in the section titled Provisions for ELLs Receiving Special Education Services.

53. 53 Linguistic Accommodations in Instruction � ELPS Requirements 19 TAC Chapter 74.4 (b)(2) School districts must provide instruction in foundation and enrichment TEKS in linguistically accommodated (communicated, sequenced, and scaffolded) way commensurate with student's English language proficiency level to ensure that student learns TEKS 19 TAC Chapter 74.4 (c) says above each set of cross-curricular student expectations: For ELL to meet grade-level learning expectations, all TEKS instruction delivered in English must be linguistically accommodated commensurate with student�s level of English language proficiency

54. 54 Linguistically accommodating instruction means appropriately� communicatinginstruction sequencinginstruction scaffoldinginstruction

55. 55 Linguistic accommodations are � the heart and crux of the ELPS an integral part of language learning and content instruction not primarily about TAKS testing

56. 56 Common Linguistic Accommodations

57. 57 LAT Schedule Change:Gr. 5 and 8 Math & Reading LAT math and reading tests for grades 5 and 8 (including LAT TAKS�M) to be given in mid-May with SSI retests

58. 58 LAT Scheduling for April 2010

59. 59 LAT Scheduling for May 2010

61. 61 Commissioner�s Rules Minor change has been proposed to exit level LEP postponement policy in 19 TAC, Section 101.1005 Rules expected to be adopted soon and in effect for spring test administrations LPAC manual to be updated to reflect final adopted rule if additional changes made before final adoption See Appendix A for link to rule text

62. 62 Proposed Postponement Policy Postponement may be granted for exit level administrations if eligible immigrant ELL is within first twelve months in U.S. schools (no change) Proposed rule eliminates �one time only� and �initial administration only� restrictions Proposed rule requires student to have at least one opportunity to take exit level assessments before scheduled graduation date

63. 63 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 time of administration

64. 64

65. 1 Student Example to Review Anna Hrgovcic Category 2, Year 3 65 The examples in this section show how the LPAC decision process works. Reviewing these examples will help check understanding of the process. These examples model a type of narrative description that LPACs may wish to prepare and update for immigrants who enter the U.S. with inadequate schooling. The type of information included is helpful to have when monitoring students� progress and determining how to intervene instructionally to help struggling students. Only 1 example pertains to secondary campuses.The examples in this section show how the LPAC decision process works. Reviewing these examples will help check understanding of the process. These examples model a type of narrative description that LPACs may wish to prepare and update for immigrants who enter the U.S. with inadequate schooling. The type of information included is helpful to have when monitoring students� progress and determining how to intervene instructionally to help struggling students. Only 1 example pertains to secondary campuses.

66. 66 Remind participants that the documentation requirements for students receiving an exit level LEP postponement are found on page 40.Remind participants that the documentation requirements for students receiving an exit level LEP postponement are found on page 40.

67. Required Documentation 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 67 Important: The evidence needed to show insufficient schooling outside the U.S. and insufficient progress by the spring of the year varies according to the student�s assessment category and time in U.S. schools. Important: The evidence needed to show insufficient schooling outside the U.S. and insufficient progress by the spring of the year varies according to the student�s assessment category and time in U.S. schools.

68. Records, Signatures, and Forms Needed for exempted students School records or parental verification needed for some criteria LPAC and teacher signatures needed for other criteria Sample forms provided 68 Bullet 1: The documentation requirements in this section of the manual apply to exempted students only. Bullet 2: School records or parental verification are required in order to document evidence of� TAKS immigrant status School years of enrollment in U.S. schools Extensive periods of absence outside U.S. Bullet 3: The signature of an LPAC member or designee is needed to document a student�s inadequate foundation of learning and instructional interventions. Teacher signatures are needed to document a student�s insufficient progress by the spring of the year. Bullet 4: Appendix B contains sample forms that districts may photocopy and use if desired. These forms may also be accessed in formats that can be edited (in Microsoft Word) from the following website: www.tea.state.tx.us/student.assessment/ELLBullet 1: The documentation requirements in this section of the manual apply to exempted students only. Bullet 2: School records or parental verification are required in order to document evidence of� TAKS immigrant status School years of enrollment in U.S. schools Extensive periods of absence outside U.S. Bullet 3: The signature of an LPAC member or designee is needed to document a student�s inadequate foundation of learning and instructional interventions. Teacher signatures are needed to document a student�s insufficient progress by the spring of the year. Bullet 4: Appendix B contains sample forms that districts may photocopy and use if desired. These forms may also be accessed in formats that can be edited (in Microsoft Word) from the following website: www.tea.state.tx.us/student.assessment/ELL

69. TAKS Immigrant Status TAKS definition of immigrant differs from 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 69 Note: A student whose residence outside the U.S. occurred before the age of schooling meets the TAKS immigrant definition. However, if the immigrant student has been continuously enrolled in U.S. schools since first grade, the student cannot qualify for an exemption because the student will not have had insufficient schooling outside the U.S. Note: A student whose residence outside the U.S. occurred before the age of schooling meets the TAKS immigrant definition. However, if the immigrant student has been continuously enrolled in U.S. schools since first grade, the student cannot qualify for an exemption because the student will not have had insufficient schooling outside the U.S.

70. 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. 70 See page 48 and Appendix D for details.See page 48 and Appendix D for details.

71. Extensive Absences of Schooling Outside U.S. Extensive absences of schooling outside U.S. must be documented for exempted students in category 1 who are in second or third school year in U.S. 71 Note 1: Extensive absences of schooling outside the U.S. are defined on page 18 of the manual. Students whose lack of schooling is not as extensive as defined on page 18 are not eligible for exemption. Note 2: Documentation of extensive absences of schooling is required only for category 1 students who are exempted in their second or third school year in the U.S. When possible, this information should be gathered and documented when a student first enrolls in U.S. schools. In addition, this information should be gathered for students in category 2 when possible. Note 3: In determining whether a student meets the exemption criteria concerning extensive absences of schooling outside the U.S., the key is to determine to what extent the student did or did not attend the school program that was offered and whether the missed schooling constituted one or two school years. Note 1: Extensive absences of schooling outside the U.S. are defined on page 18 of the manual. Students whose lack of schooling is not as extensive as defined on page 18 are not eligible for exemption. Note 2: Documentation of extensive absences of schooling is required only for category 1 students who are exempted in their second or third school year in the U.S. When possible, this information should be gathered and documented when a student first enrolls in U.S. schools. In addition, this information should be gathered for students in category 2 when possible. Note 3: In determining whether a student meets the exemption criteria concerning extensive absences of schooling outside the U.S., the key is to determine to what extent the student did or did not attend the school program that was offered and whether the missed schooling constituted one or two school years.

72. Inadequate Foundation of Learning Outside U.S. 72 See pages 49 and 50 of the manual for further explanation and a sample form. The assessments used vary depending on the student�s category.See pages 49 and 50 of the manual for further explanation and a sample form. The assessments used vary depending on the student�s category.

73. Instructional Interventions Documentation: LPACs are required to describe instructional interventions implemented to target individual educational needs of immigrant students for whom exemption is necessary. 73 Once it has been determined that an immigrant student has an inadequate foundation of learning stemming from schooling outside the U.S., instructional interventions should be implemented promptly to strengthen inadequate skills. Once it has been determined that an immigrant student has an inadequate foundation of learning stemming from schooling outside the U.S., instructional interventions should be implemented promptly to strengthen inadequate skills.

74. Definition Instructional intervention = assistance designed to accelerate progress of struggling learner and that requires carefully targeted, individualized instruction in class and, in many instances, beyond classroom 74 The definition of instructional intervention, as used in this manual, appears on page 20. Several examples (not exhaustive) of instructional interventions are included in the student examples section of the manual.The definition of instructional intervention, as used in this manual, appears on page 20. Several examples (not exhaustive) of instructional interventions are included in the student examples section of the manual.

75. InstructionalInterventions Form See page 52 of the manual for a sample form for documenting instructional interventions for students in grades 3�10. 75 Schools may download all forms in the manual from the ELL assessment information page of the TEA Student Assessment Division website. Versions of the forms are available on the website in Microsoft Word (separately from the manual itself) so that they may be modified as needed to suit local needs.Schools may download all forms in the manual from the ELL assessment information page of the TEA Student Assessment Division website. Versions of the forms are available on the website in Microsoft Word (separately from the manual itself) so that they may be modified as needed to suit local needs.

76. Insufficient Progressby Spring 76 Participants should carefully review the information on page 53 of the manual and note that standardized test scores (e.g., released TAKS test scores) are not included as a way to determine insufficient progress by the spring of the year evidence of insufficient progress by the spring of the year must be obtained from the classroom teacher in the subject assessed and the ESL teacher if other than the classroom teacher Participants should carefully review the information on page 53 of the manual and note that standardized test scores (e.g., released TAKS test scores) are not included as a way to determine insufficient progress by the spring of the year evidence of insufficient progress by the spring of the year must be obtained from the classroom teacher in the subject assessed and the ESL teacher if other than the classroom teacher

77. Reasons for Exemption 77 The reasons in the manual are each assigned a letter a through e. When a student is exempted, the reason for exemption is to be referenced in the student�s documentation. The reason may be included in its entirety, or just the letter of the reason may be referenced.The reasons in the manual are each assigned a letter a through e. When a student is exempted, the reason for exemption is to be referenced in the student�s documentation. The reason may be included in its entirety, or just the letter of the reason may be referenced.

78. 78 One main purpose of this manual is to help LPACs understand and use information generated from state test results. This section of the manual ? discusses how to use TAKS in conjunction with TELPAS to interpret and monitor student progress presents statewide performance dataOne main purpose of this manual is to help LPACs understand and use information generated from state test results. This section of the manual ? discusses how to use TAKS in conjunction with TELPAS to interpret and monitor student progress presents statewide performance data

79. Using Test Results to Monitor Progress Schools should use TELPAS results in conjunction with TAKS results for instructional planning 79 Schools are required to provide accelerated instruction to students who do not meet the passing standard on TAKS. TELPAS results not only provide information about a student�s English language proficiency; but also aid in the interpretation of the scores of ELLs who take TAKS in English but have not yet reached the advanced high level on TELPAS. Schools are required to provide accelerated instruction to students who do not meet the passing standard on TAKS. TELPAS results not only provide information about a student�s English language proficiency; but also aid in the interpretation of the scores of ELLs who take TAKS in English but have not yet reached the advanced high level on TELPAS.

80. Understanding TELPAS Reading Tests for Grades 2�12 Manual explains how TELPAS reading test differs from TAKS reading test Understanding differences helps educators use results more effectively to impact teaching and learning 80 For further information, see page 64 of the manual.For further information, see page 64 of the manual.

81. Purposes of TELPAS To assess progress of LEP-exempt students To indicate when LEP exemptions areno longer necessary To monitor English language proficiency of Spanish TAKS examinees To monitor English language proficiency of students not eligible for a LEP exemption who are struggling with English acquisition 81

82. TELPAS Proficiency Levels in a Nutshell Beginning: Little or no ability to function in English in social and academic settings Intermediate: Limited ability to function in English in social and academic settings; can understand and use simple language structures and high-frequency English in routine contexts Advanced: Can handle grade-appropriate English, although ongoing linguistic support is needed to engage in grade-level academic tasks Advanced high: Can handle grade-appropriate English with minimal linguistic support; limited English does not stand in the way of grade-appropriate academic instruction 82 TELPAS reports performance in terms of proficiency levels. To understand the test results, it is important to understand what the proficiency levels mean. �Advanced high� is not intended to be the equivalent of �full native English.� Just as native English speakers are not all high academic performers, neither are all English language learners. The advanced high level requires the ability to understand and use grade-appropriate academic English vocabulary and language structures, which enables, but is not equivalent to, grade-level achievement of academic content and skills. TELPAS reports performance in terms of proficiency levels. To understand the test results, it is important to understand what the proficiency levels mean. �Advanced high� is not intended to be the equivalent of �full native English.� Just as native English speakers are not all high academic performers, neither are all English language learners. The advanced high level requires the ability to understand and use grade-appropriate academic English vocabulary and language structures, which enables, but is not equivalent to, grade-level achievement of academic content and skills.

83. What TELPAS Results Tell Us TELPAS ratings of beginning and intermediate indicate significantly limited ability to use English as medium for learning academic material ELLs in U.S. schools 3 years or more whose academic instruction is in English and who are still at these levels need carefully planned, highly intensive instructional interventions to accelerate English acquisition 83

84. What TELPAS Results Tell Us ELLs at beginning or intermediate level are likely to have significant difficulty with English on tests such as TAKS Low levels of English language proficiency can confound results on academic skill assessments Other diagnostic assessments or inventories may be necessary to determine academic skill levels of these students 84

85. Federal AMAOs AMAO 1: Progress in learning English � TELPAS % of ELLs progressing by at least one proficiency level a year AMAO 2: Attainment of English proficiency � TELPAS % of ELLs reaching advanced high proficiency level AMAO 3: Meeting AYP in Reading and Math � TAKS Meeting AYP for LEP subgroup 85

86. More information about AMAOs is available from TEA�s No Child Left Behind Program Coordination website at http://www.tea.state.tx.us/nclb.More information about AMAOs is available from TEA�s No Child Left Behind Program Coordination website at http://www.tea.state.tx.us/nclb.

87. Language Domain Weights in TELPAS Composite Ratings 87 Composite ratings combine performance in each domain into a single overall English language proficiency rating for each student.Composite ratings combine performance in each domain into a single overall English language proficiency rating for each student.

88. TELPAS Results in Manual Statewide performance summaries of progress from spring 2008 to spring 2009 Statewide performance summaries of attainment in spring 2009 88 For campuses and districts with a sufficient number of ELLs to make meaningful statistical analyses, it may be useful to use chart templates such as the ones shown in the upcoming slides. Comparisons can be made between local and state/regional performance, for example. The chart templates may also be useful for other campus and district analyses within and across years. For campuses and districts with a sufficient number of ELLs to make meaningful statistical analyses, it may be useful to use chart templates such as the ones shown in the upcoming slides. Comparisons can be made between local and state/regional performance, for example. The chart templates may also be useful for other campus and district analyses within and across years.

89. Percent of ELLs Who Progressed At Least One TELPAS Proficiency Level from Spring 2008 to Spring 2009(AMAO 1)(Composite Ratings) 89

90. Percent of ELLs in PISD Who Progressed At Least One TELPAS Proficiency Level from Spring 2008 to Spring 2009 (AMAO 1)(Composite Ratings)

91. Percent of ELLs at Each TELPAS Proficiency Level, Spring 2009(AMAO 2) (Composite Ratings)

92. Percent of ELLs in PISD Attaining TELPAS Proficiency Level of Advanced High, Spring 2009 (AMAO 2)(Composite Ratings)

93. 93

94. State Assessments TAKS TAKS (Accommodated) TAKS�M TAKS�Alt LAT TELPAS 94 Trainers may wish to acknowledge the many complex issues related to meeting the needs of ELLs receiving special education services. Trainers may wish to acknowledge the many complex issues related to meeting the needs of ELLs receiving special education services.

95. Role of LPAC and ARD Committees Work in conjunction to make assessment and accommodation decisions Pool expertise related to special education and second language acquisition to: evaluate student needs implement testing requirements 95

96. Provisions for ELLs Receiving Special Education Services Use this manual in conjunction with TEA ARD committee manual posted earlier in school year Title of manual: ARD Committee Decision-Making Process for the Texas Assessment Program: Revised Reference Manual for the 2009�2010 Testing Year

97. TAKS Special Education Assessments Determine appropriate assessment type using decision-making criteria in ARD manual. These criteria are disability-related, not related to second language acquisition. English language proficiency is NOT a criterion for choosing from this list! TAKS TAKS (Accommodated) TAKS�M TAKS�Alt Trainers may wish to reinforce that an ELL who meets participation criteria for TAKS or TAKS (Accommodated) is not authorized to be given TAKS�M instead.Trainers may wish to reinforce that an ELL who meets participation criteria for TAKS or TAKS (Accommodated) is not authorized to be given TAKS�M instead.

98. Additional ELL Provisions Once assessment type is identified, consider the following ELL provisions, as applicable, in accordance with LPAC manual decision-making criteria: Spanish-version testing in grades 3�5 LEP exemptions in grades 3�10 (includes LAT in designated grades and subjects) Exit level LEP postponements LEP exemption provisions are extended to grade 11 for eligible TAKS�M recent immigrant ELLs. For more information, see page 74. LEP exemption provisions are extended to grade 11 for eligible TAKS�M recent immigrant ELLs. For more information, see page 74.

99. If Additional ELL Provisions Do Not Apply When the additional ELL provisions do not apply, the assessment requirements are the same as for other students receiving special education services.

100. LPAC Manual Section Titled Choosing the Appropriate Assessment Read this 2-page section carefully to be clear on how to fulfill special education and ELL assessment requirements for ELLs receiving special education services.

101. LEP Exemption Criteria Exemption criteria that reference TEKS or TAKS should be interpreted in accordance with student�s IEP and whether student meets TAKS, TAKS (Accommodated), or TAKS�M participation criteria As explained on page 75, the design of TAKS�Alt makes LEP exemptions unnecessary.As explained on page 75, the design of TAKS�Alt makes LEP exemptions unnecessary.

102. LAT ELLs served by special education who qualify for a LEP exemption participate in LAT administrations in LAT grades and subjects: Grades 3�8 and 10 reading/ELA and math Grades 5, 8, and 10 science Students above who meet TAKS or TAKS (Accommodated) participation requirements in ARD manual take LAT administration of TAKS Students above who meet TAKS�M participation requirements in ARD manual take LAT administration of TAKS�M Test booklets used in LAT administrations of TAKS are formatted like TAKS (Accommodated) booklets. Students who qualify for a LEP exemption in a non-LAT grade or subject do not take a test.Test booklets used in LAT administrations of TAKS are formatted like TAKS (Accommodated) booklets. Students who qualify for a LEP exemption in a non-LAT grade or subject do not take a test.

103. TELPAS Participation Decisions In rare cases, the ARD committee in conjunction with the LPAC may determine that it is not appropriate for an ELL receiving special education services to participate in a TELPAS assessment for reasons associated with the student�s particular disability. Decisions must be made on a domain-by-domain basis. The decision is indicated as �ARD Decision� in student�s TELPAS record. 103 Participation guidelines are on page 76 for the grades 2�12 reading tests and page 77 for the holistically rated assessments. These guidelines have been modified slightly to reinforce that decisions for a student not to participate should be rare because of the design of the assessments. Participation guidelines are on page 76 for the grades 2�12 reading tests and page 77 for the holistically rated assessments. These guidelines have been modified slightly to reinforce that decisions for a student not to participate should be rare because of the design of the assessments.

104. 104

105. FAQs The frequently asked questions on pages 79-84 of the manual provide a quick way to find answers. Numbers 10 and 11 are new. 105