1. 1 Texas Education Agency Student Assessment Division Update on LEP Student Assessments Oct. 28, 2004

2. 2 Topics NCLB, TELPAS, and AMAOs RPTE I and RPTE II TOP Spanish TAKS AYP, RPTE, and LAT Data Collection

3. 3 Web-Based Document The information in this PowerPoint presentation is explained in detail in an October 2004 web-based document titled Texas Education Agency Update on LEP Student Assessments. This document can be accessed at http://www.tea.state.tx.us/student.assessment/admin/rpte/index.htmlhttp://www.tea.state.tx.us/student.assessment/admin/rpte/index.html.

4. 4 NCLB, TELPAS, AND AMAOs

5. 5 English Language Proficiency (ELP) Testing Requirements Under Title III of NCLB Texas English Language Proficiency Assessment System (TELPAS) Birth of TELPAS

6. 6 TELPAS Grows Up TELPAS is expected to grow and change over time.

7. 7 TELPAS in 2002-03 School Year RPTE – B I A; TAKS – A H  3-12 reading only  Used in first year of state-level reporting to USDE B Beginning I Intermediate A Advanced AH Advanced High

8. 8 TELPAS in 2003-04 School Year Observation Protocols: B I A AH K-2 listening, speaking, writing, reading 3-12 listening, speaking, writing Benchmark administration – individual results only; no group results RPTE – B I A; TAKS – A H 3-12 reading Used for reporting group performance As in 2003, will be used in USDE reports

9. 9 TELPAS in 2004-05 School Year Observation Protocols - B I A AH K-2 listening, speaking, writing, reading 3-12 listening, speaking, writing RPTE - B I A AH 3-12 reading

10. 10 TELPAS in 2004-05 School Year Observation protocols will be officially named Texas Observation Protocols (TOP). District and campus summary reports will include results from RPTE and TOP. TELPAS composite ratings (overall ratings) will be reported. TELPAS results will be used in AMAO measures.

11. 11 Review of AMAOs AMAOs are Annual Measurable Achievement Objectives. AMAOs are NCLB accountability measures related to English language proficiency.

12. 12 2 AMAOs AMAO 1 – Relates to progress in learning English AMAO 2 – Relates to attaining English proficiency

13. 13 Objectives: AMAO 1 and 2 Our AMAO 1 objective is – at least one proficiency level of progress each year based on the TELPAS composite rating Our AMAO 2 objective is – attainment of TELPAS composite rating of Advanced High

14. 14 AMAO 1 and AMAO 2 States must set performance targets based on AMAO objectives. These targets must increase annually. TEA plans to finalize the targets this fall and inform districts in December. Accountability measures based on meeting AMAO targets will be implemented in spring 2005.

15. 15 NCLB Law AMAO accountability is part of NCLB. There will be accountability consequences beginning in spring 2005 for districts that do not meet the AMAO performance targets. Questions about these consequences should be referred to the TEA NCLB Program Coordination Division, 463-9374.

16. 16 RPTE I AND RPTE II

17. 17 Transition from RPTE I to II RPTE I is now more TAKS-like will be given for 2 more years: spring 2005 and spring 2006 RPTE II will be field-tested in spring 2006 will be implemented in spring 2007

18. 18 Understanding the RPTE Design RPTE and TOP proficiency levels are based on the same English language proficiency (ELP) continuum. Statewide staff development will be available this fall to help educators understand the ELP continuum. Slide 28 gives details about this staff development opportunity.

19. 19 RPTE Information Booklets The RPTE Educator Guides issued in spring 2001 explain the RPTE test design and how to use test results to help students. These guides – have been revised will be on the web in a few weeks will be called RPTE Information Booklets

20. 20 Changes in RPTE for Spring 2005 An Advanced High rating will be reported. The rule for RPTE participation will change.

21. 21 Proposed Rule Change Like TOP, all students classified as LEP in PEIMS will take RPTE. Like TOP, students will stop taking RPTE when they are no longer classified as LEP.

22. 22 Proposed Rule Change As in the past, students who reach (at least) Advanced on RPTE in their 2 nd school year in the U.S. will not be eligible for a LEP exemption in future years. New: Students who reach Advanced High on RPTE in their 1 st school year in the U.S. will not be eligible for a LEP exemption in future years. This rule change will occur in TAC, Chapter 101, Subchapter AA.

23. 23 RPTE – TOP Testing Window RPTE and TOP will be given in the same testing window. One TELPAS answer document will be used for both assessments. Mar. 21 – Apr. 8

24. 24 Texas Observation Protocols (TOP)

25. 25 TOP Rater Training Field input on TOP from spring 2004 was insightful and generally very positive. Based on input, TOP training materials for spring 2005 will include writing samples.

26. 26 TOP Writing This spring, it is possible that teachers of LEP students may be required to collect writing samples that are representative of their students’ ELP levels. More information on this possible requirement is forthcoming.

27. 27 TOP Rater Training How will we train TOP raters this year?

28. 28 November 12 TETN, 8:30-12:00 Staff Development Opportunity Goal: To familiarize teachers with English language proficiency levels assessed through RPTE and TOP and to provide basic training in holistic rating process

29. 29 November 12 TETN Goal: To give teachers, including general education teachers, sufficient training to be able to observe and rate students according to the TOP continuum

30. 30 November 12 TETN Most important goal – To encourage teachers to adjust instruction throughout the year, based on ongoing observations, in order to maximize student progress

31. 31 November 12 TETN Teachers who understand the RPTE and TOP language proficiency continuum will be easily trained as OP raters in the spring.

32. 32 February 16 Training of Trainers In-depth, required training in Austin for lead trainers from ESCs and larger districts Focus: How to train teachers to be accurate TOP raters Authentic samples of student writing will be used in this year’s training. All TOP raters must be trained annually.

33. 33 Spanish TAKS

34. 34 Spanish TAKS Changes The process for developing Spanish TAKS items in reading, mathematics, and science is undergoing a gradual change.

35. 35 What Will Differ? Beginning in spring 2006, as compared to TAKS in English – some questions will be highly parallel some will have slight differences some will be totally different

36. 36 Benefit English TAKS and Spanish TAKS will each be able to assess the eligible TEKS student expectations more fully and more authentically.

37. 37 What Will Stay the Same There will be no changes in ― the test objectives or eligible student expectations, the total number of questions on the tests or per objective, or the performance standards.

38. 38 AYP, RPTE, and LAT

39. 39 Adequate Yearly Progress (AYP) Proposed AYP measures for students who are LEP-exempt from other state assessments: RPTE for reading linguistically accommodated testing (LAT) for math

40. 40 AYP Assessment Process Affects the AYP grades only: Grades 3-8 and 10

41. 41 AYP and RPTE If approved again by USDE, RPTE will be used in the same manner in AYP as it was in 2004. Students who are LEP-exempt from TAKS but take RPTE will meet AYP using the incremental progress model.

42. 42 AYP and LAT For AYP accountability purposes, students who are LEP-exempt in math will participate in linguistically accommodated testing (LAT) through TAKS/SDAA II. Students will take the “live” math tests, not released tests.

43. 43 AYP and Math - Proposal If approved by USDE, students tested will count in both the participation and performance measures for AYP.

44. 44 Fundamental Guidelines for LAT Important – Linguistic accommodations not used in routine instruction will not be permitted. Linguistic accommodations must not invalidate the math skill measured. Explaining or defining math terms or concepts is strictly prohibited.

45. 45 So, what kinds of linguistic accommodations are we thinking about?

46. 46 Linguistic Accommodations Possible linguistic accommodations – Verbal translating of words, phrases, and sentences, as requested by the student Use of both English TAKS and Spanish TAKS “side by side” Dictionaries: bilingual, monolingual, ESL dictionaries

47. 47 Linguistic Accommodations - Draft Possible linguistic accommodations – Bilingual glossaries (written) Reading aloud words, phrases, and sentences, as requested by the student Simplifying language used in test questions (written or oral)

48. 48 Linguistic Accommodations - Draft Possible linguistic accommodations – English-language (ESL) glossaries (written, may include pictures) Pictures or gestures to illustrate meaning

49. 49 Fundamental Guidelines – Linguistic accommodations used should be consistent with routine classroom instruction and testing. Linguistic accommodations must not invalidate the math skills measured. Explaining or defining math terms or concepts is strictly prohibited.

50. 50 Additional Guidelines - Draft For Spanish speakers, Spanish and English TAKS may be used together, or they may be used alone with other linguistic accommodations. On-grade TAKS must be used. LAT-tested students must not be in test rooms with other examinees. Individual / small group administrations will typically be necessary.

51. 51 Additional Guidelines - Draft Only students who qualify for a LEP exemption based on LPAC manual procedures are eligible for LAT testing. LEP-exempt students may not participate in LAT process if they do not receive linguistic accommodations. (Students who do not need linguistic accommodations should not be LEP- exempt.)

52. 52 Additional Guidelines - Draft Only LAT-trained personnel may administer LAT. LAT testing may often require a review of the secure test. Review of the secure test cannot occur until after the regularly scheduled test.

53. 53 LAT Test Scheduling LAT testing that does not require a review of the test may occur on the day of the regularly scheduled test. Example: Words, phrases, and sentences in math questions may be read aloud, as requested by the student.

54. 54 Testing Schedule LAT testing that requires a review of the test will occur AFTER the day of the live TAKS math test but still during the regularly scheduled week of testing. Security and confidentiality must be maintained.

55. 55 Testing Schedule AYP Grade Regular Test LAT Test G 5Tues, Apr 5 Apr 6- 8 (Wed-Fri) G 3-4 G 6-8 G 10 Tues, Apr 19 Apr 20*-22 (Thurs-Fri) * Students required to take TAKS reading on April 20 may not take LAT that day.

56. 56 What This Means for Now For each potential LEP-exempt student, the student’s math teacher should record the linguistic accommodations used in routine classroom instruction and testing. We advise LPACs to review these accommodations this fall to ensure that appropriate accommodations are being provided.

57. 57 For Schools To Think About How many LEP-exempt students do we anticipate? To how many LEP-exempt students might each individual math teacher need to administer LAT? How many additional test forms will we need?

58. 58 For Schools To Think About Will we permit ESL “pull-out” teachers as well as teacher aides to administer LAT – or only the math teacher of record? When will test administrators be permitted to review the tests, and how will test security be maintained?

59. 59 For Schools To Think About How many individual vs. small group administrations might we need? How will we ensure that the linguistic accommodations are provided in a valid manner?

60. 60 LAT Training A training of trainers (TOT) session on LAT procedures will be conducted Feb. 17, 2005, in Austin. These trainers will be from ESCs and large districts, and will be responsible for turning around LAT test administrator training.

61. 61 LPAC Assessment Manual

62. 62 LPAC Manual The 2004-05 LPAC assessment manual (LPAC Decision-Making Process for the Texas Assessment Program) will be on the TEA Student Assessment website the week of December 6. TEA will conduct ESC training on this manual Dec. 10, 2004, 1:00-4:00 p.m., through TETN, Event No. 9825.

63. 63 LPAC Assessment Manual The 2004-05 LPAC assessment manual will be updated to reflect the changes discussed in this PowerPoint.

64. 64 Data Collection New correction processes New data collection

65. 65 Data Collection Two new TELPAS data correction processes will be available: - Years in U.S. schools (available Nov. 1) - Student ID Info (available Dec. 1) Both current LEP status and monitored status will be collected on answer documents and used in reporting test results beginning in spring 2005.

66. 66 More Information More information about the data correction and collection processes are included in the detailed web-based document. (Slide 3 contains the website address for this document.)