1. January 23, 2013 Student Assessment Division Texas Education Agency

2.   These slides have been prepared by the Student Assessment Division of the Texas Education Agency  If any slide is changed for local use, please remove the TEA footer at the bottom of the slide Disclaimer TEA Spring ELL Assessment Update2

3.   Proposed exemption rule  SSI update  TELPAS additional data collection  Paper request process for TELPAS reading and STAAR L  STAAR L tutorials  Questions TEA Spring ELL Assessment Update3 Topics

4.   Proposed amendment would permit certain qualifying ELL asylees and refugees in their first year in U.S. schools to be exempted from a STAAR administration  Would apply to assessments in grades 3–8 only  Exemption would be limited to 1 year to comply with federal law  Proposed rule published in Texas Register: 1/4/13  30-day public comment period closes: 2/4/13  Proposed effective date: 3/31/13 TEA Spring ELL Assessment Update4 Proposed Revision to 19 TAC §101.1005

5.  TEA Spring ELL Assessment Update 5 SSI and ELLs A letter will be sent to districts soon with information about SSI.

6.  Additional Data Collection for TELPAS TEA Spring ELL Assessment Update6

7.   Information included in Appendix B of the 2013 District and Campus Coordinator Manual  Required to be submitted for ELLs in grades 1–12 with special circumstances that cause extenuating needs  Identifying ELLs with extenuating needs will allow—  districts to better monitor and adjust instructional interventions and evaluate effectiveness of instructional programs  the state to inform and evaluate ELL assessment and accountability policies TEA Spring ELL Assessment Update7 TELPAS Additional Data Collection

8.   Unschooled Asylees/Refugees  Meet criteria to qualify as such using page 6 of 2012–2013 STAAR Decision-Making Guide for LPACs  Lack literacy skills in first language and basic subject-matter knowledge and skills  May also lack basic social skills and may have experienced trauma as a result of previous circumstances  This information is necessary to exclude eligible students’ STAAR results from state accountability ratings and will NOT be gathered during STAAR data collection TEA Spring ELL Assessment Update8 Special Circumstance

9.  Peter arrived to the U.S. with his family and was enrolled in a U.S. school as a sixth grader in September 2011. Prior to coming to the U.S., Peter’s family had fled their home in Sudan and lived in a refugee camp in Kenya for three years. During that time, Peter did not attend school. Peter and his family were granted refugee status and came to the U.S. The campus LPAC identified Peter as LEP, and his parents approved his placement in a content-based ESL program. At the time of his enrollment in U.S. schools, Peter lacked basic literacy in his primary language and the necessary foundation in the TEKS due to his inadequate schooling outside the U.S. As a result, the LPAC identifies him as an unschooled asylee/refugee. TEA Spring ELL Assessment Update9 Asylee/Refugee

10.   Limited Prior Schooling  Immigrant ELLs that come to the U.S. with limited or no prior schooling  Lack literacy skills in first language, basic subject-matter knowledge and skills, and/or basic social skills  For purpose of data collection, limited schooling means ELL did not attend school for a period of time (outside of the U.S.) that ability to learn English and new grade level subject-matter knowledge and skills significantly affected TEA Spring ELL Assessment Update10 Special Circumstance Students who qualify as unschooled asylees/refugees should not be coded as having limited prior schooling since these ELLs by definition have little or no formal schooling outside the U.S. and lack basic primary language literacy upon enrollment in U.S. schools.

11.  Xochitl is a third grade student who arrived in the U.S. and was enrolled in September 2012 from Mexico. The campus LPAC has determined her to be limited in her English proficiency, and her parents have approved placement in the campus’ one-way Spanish dual language program. Xochitl attended first grade in Mexico and began second grade in 2011; however, in early October of that year, family circumstances caused her to be removed from school. She did not attend school again until arriving in the U.S. in September 2012. Xochitl struggles with literacy skills in her first language, lacks basic social skills, and has had difficulty learning English and new grade level subject-matter knowledge and skills. Due to these circumstances, the LPAC has determined that Xochitl should be coded as having limited prior schooling. TEA Spring ELL Assessment Update11 Limited Prior Schooling

12.   Late Arrival  First enter U. S. schools late enough in the school year such that it considerably affects their ability to —  develop a foundational understanding of the English language  learn subject-matter content  This year’s newly arrived immigrants should be coded; not late arrivals from previous school years  Considered late arrival if enrolled after the October 2012 PEIMS submission (October 26, 2012) TEA Spring ELL Assessment Update12 Special Circumstance

13.  Dao is a ninth grader whose family arrived in December of 2012 from Vietnam. Upon enrollment, the campus LPAC determined him to be limited in his English proficiency and placed him in a content-based ESL program. Because Dao missed most of the semester, he did not have time to develop the level of understanding of the English language necessary to be successful in learning subject-matter content in high school courses heavy in content-specific language. The LPAC decides that Dao has an extenuating need due to his late arrival and decides to code Dao as such in the additional data collection for TELPAS. TEA Spring ELL Assessment Update13 Late Arrival

14.   Students With Interrupted Formal Schooling (SIFE)  Attend school in the U.S., withdraw and leave the U.S. for a period of time, and return to the U.S.  Gaps in schooling (in the U.S) significantly affect growth in English and learning of subject matter TEA Spring ELL Assessment Update14 Special Circumstance

15.  Gustavo is an eighth grade student who arrived in the U.S. from Honduras for the first time in October of his seventh grade year. The campus LPAC determined him to be limited in his English proficiency and his parents approved placement in the content-based ESL program offered by the district. His family then returned to Honduras in December and returned to the U.S. in March. Gustavo did not attend school while in Honduras during that time. He finished seventh grade in the U.S. and then returned to Honduras until October of this (eighth grade) year. Gustavo did not attend school while in Honduras during this time either. Any progress in learning English Gustavo made while enrolled in the U.S. was diminished every time he returned to Honduras. He was also unable to fully grasp the subject matter because of his limited English and interruptions in his education. Therefore, the LPAC determined that Gustavo should be coded as having interrupted formal schooling for the additional data collection for TELPAS. TEA Spring ELL Assessment Update15 Students With Interrupted Formal Schooling

16.   Disabling Condition  This disabling condition significantly affects growth in second language acquisition and academic achievement  Should be determined by the ARD committee in conjunction with the LPAC TEA Spring ELL Assessment Update16 Special Circumstance

17.   Evidence of Inadequate Foundation of Learning  TELPAS Additional Data Collection Student Documentation Form  Roster for Spring 2013 TELPAS Additional Data Collection TEA Spring ELL Assessment Update17 Optional Forms These forms are posted on the LPAC Resources webpage at http://www.tea.state.tx.us/student.assessment/ell/lpac/ http://www.tea.state.tx.us/student.assessment/ell/lpac/

18. Roster for Spring 2013 TELPAS Additional Data Collection This optional spreadsheet can be used to organize information for submission in the Assessment Management System. This form should be treated as confidential and must be kept in a secure location once it contains student information. TEA Spring ELL Assessment Update18

19.   Collected in the Agency Use fields on the TELPAS Student Registration Details page of the Assessment Management System TEA Spring ELL Assessment Update19 Submission of Additional Data

20. Home > Test Management > Register Students > Registered Students More than special circumstance can be entered for each applicable ELL

21.  Paper Request Process for TELPAS Reading and STAAR L

22.  Process not changing, but being expanded to include STAAR L Paper test booklets (including large print, if applicable) approved by TEA in rare circumstances Accommodations that are not available in TestNav Unavoidable technological problems that make online testing impossible Other special situations (e.g., homebound students, JJAEPs, etc.) TEA Spring ELL Assessment Update22 Paper Administrations of TELPAS Reading and STAAR L Spring 2013

23.  There will be one paper request form that includes STAAR L and TELPAS Districts may, but are not required to, submit STAAR L and TELPAS paper requests on same form Form to be posted at http://www.tea.state.tx.us/student.assessment/m anuals/dccm/ in early February http://www.tea.state.tx.us/student.assessment/m anuals/dccm/ TEA Spring ELL Assessment Update23 Paper Administrations of TELPAS Reading and STAAR L Special Request Process

24.  Submit paper request form to Ell.Tests@tea.state.tx.usEll.Tests@tea.state.tx.us Submit request at least 2 weeks before testing to allow for processing and shipping TEA will notify district whether request is approved or denied If request is approved, TEA will order booklets For STAAR L, shipment will include ECGs for test administrators to use when providing clarification in English Transcribing Griddable Answers sheets for some math and science tests TEA Spring ELL Assessment Update24 Paper Administrations of TELPAS Reading and STAAR L Special Request Process

25.  There will be no paper answer document for students approved to test on paper Students will mark answers in test booklets For griddable questions on STAAR L math and science tests, students will mark answers on Transcribing Griddable Answers sheet Test administrators will transcribe student responses into a special online transcription form TEA Spring ELL Assessment Update25 Paper Administrations of TELPAS Reading and STAAR L Transcription of Answers

26.  Set up test session Choose correct form group type (transcribe paper form, not operational online test form) Transcribe responses Each question has one screen; test administrators will go screen by screen to transcribe the response to each question Responses must match exactly the responses indicated by the student in the test booklet Submit test for scoring For TELPAS, students must be put into rating entry groups so proficiency ratings and rater information can be entered TEA Spring ELL Assessment Update26 Paper Administrations of TELPAS Reading and STAAR L Process for Transcribing Student Responses

27.   Test administrators who provide clarification of word meaning should be ―  familiar with the subject matter assessed and linguistic needs of the students, and  work routinely with the students in assisting with or delivering instruction  In addition to receiving training on general test administration procedures and test security, test administrators will need to be trained in testing procedures specific to STAAR L paper administrations  TETN on linguistic accommodations: February 12, 2013 TEA Spring ELL Assessment Update27 Paper Administrations of TELPAS Reading and STAAR L Test Administrators—STAAR L

28.   Individual or small group administrations are necessary  Test administrators respond to student requests for reading text aloud and clarifying word meaning  Students taking STAAR L on paper cannot be grouped with students taking other assessments (i.e., STAAR L online, STAAR, STAAR Spanish, or STAAR Modified) 28TEA Spring ELL Assessment Update Paper Administrations of TELPAS Reading and STAAR L Organizing Test Sessions—STAAR L

29.  TELPAS Coordinator and Test Administrator Supplement for Paper Administrations STAAR L Coordinator and Test Administrator Supplement for Paper Administrations Included in shipments of paper booklets Posted on the Coordinator Manual Resources page by early March TELPAS and STAAR administration manuals do not include instructions for paper-based testing TEA Spring ELL Assessment Update29 Paper Administrations of TELPAS Reading and STAAR L Manuals

30.  Paper testing won’t be approved on basis that student knows very little English has limited exposure to computers Don’t forget the TELPAS and STAAR L online student tutorials! TEA Spring ELL Assessment Update30 Keep in Mind…

31.  STAAR L Tutorials

32.   3 tutorials  Grades 3–5  Grades 6–8  End-of-Course (EOC)  Format  3 sample items  5 practice items TEA Spring ELL Assessment Update32

33.  STAAR L Tutorials  Grades 3–5 and 6–8 tutorials consist of mathematics questions only  EOC tutorial contains questions from math, science, and social studies  Not meant to be representative of all question types that may appear on a test  Is representative of method of accommodating for STAAR L, which does not vary across subject areas  Scores are not provided at the end of the tutorial, but a separate answer key will be posted with tutorials TEA Spring ELL Assessment Update33

34.  Accommodations in STAAR L Interface  Accommodations provided in STAAR L:  Clarification in English of word meaning  Reading aloud of text  Clarification provided through  Word tool  Sentence tool  Reading aloud of text provided through the Hear a Word tool TEA Spring ELL Assessment Update34

35.  STAAR L Tutorials  Administration directions will be posted with tutorials and include  an introduction with tips for presenting tutorial to students  read-aloud directions  screen shots to use when presenting tutorial to students  Read-aloud directions guide students through the 3 sample items and show them how to use linguistic accommodation tools and other tools available in TestNav  Be sure that students have an opportunity to complete the tutorial prior to testing TEA Spring ELL Assessment Update35

36.  Student Move Email for TELPAS

37.   TELPAS reading test assignment can be moved from one campus to another using Move TELPAS Test button  When student successfully moved using this button, an email will be sent to notify the district testing coordinator of the (sending) district where the student was moved from  If student cannot be moved, an email will be sent to the (sending) district testing coordinator requesting student be removed from test session so the receiving campus can move the student  Move email will include student’s name, campus, and a link to access details in the Assessment Management System TEA Spring ELL Assessment Update37 Student Moves

38.   List of students who have been moved in and out of district also available in Register Students screen (Home > Test Management > Register Students) TEA Spring ELL Assessment Update38 Student Moves

39.   ELL Assessment Information found at www.tea.state.tx.us/student.assessment/ELL www.tea.state.tx.us/student.assessment/ELL  Call Student Assessment Division at (512) 463-9536  Email ELL Assessment team at ELL.tests@tea.state.tx.us ELL.tests@tea.state.tx.us TEA Spring ELL Assessment Update39 Contact Information