1. Cynthia S. Cruz, Bilingual/ESL Director
The LPAC Decision-Making Process for the Texas Assessment Program (Elementary and Middle Schools)
Source
Texas Education Agency
Student Assessment Division
October 8, 2013
Event #20784
Cynthia S. Cruz, Bilingual/ESL Director
Curriculum, Instruction & Assessment

2. Beginning of Year LPAC Review Identification of students
Processing of students
Placing students in Bilingual/ESL program
*correctly coding on PEIMS
Serving students – ensure that the students master the TEKS on grade level with higher order thinking
Monitoring student progress

3. Middle of Year LPAC Training Topics STAAR
2016 STAAR Decision-Making Guide for LPACs
2016 Linguistic Accommodations for ELLs Participating in the STAAR Program
Required Documentation Forms
TELPAS
2016 TELPAS Decision-Making Guide for LPACs
Spring Data Collection Information

4. STAAR Participation Decisions Who takes what?

5. Why is this important?
ELL STAAR decisions can significantly impact your campus accountability!!!

6. STAAR Decision-Making Guide for LPAC’s Document #1
*The regulatory procedural guide is based on 19 TAC Chapter 101, Subchapter AA
*LPACs should be familiar with these Commissioner of Education rules

7. LPAC Decision-Making Process for STAAR
LPACs are responsible for —
following administrative procedures in the STAAR Decision-Making Guide
making decisions on an individual student basis
working as a committee to make decisions
maintaining required documentation
Curriculum, Instruction & Assessment

8. STAAR Program – Assessments Available for Elementary ELL students
STAAR L
Online
(Math, Science, SS)
General STAAR English
General STAAR Spanish
STAAR Accommodated
Online
STAAR Alternate 2

9. STAAR Program – Assessments Available for Middle School ELL Students
STAAR L
Online
(Math, Science, SS)
General STAAR English
STAAR Accommodated
Online
STAAR Alternate 2

10. Understanding Alignment of STAAR, STAAR Spanish, STAAR L, STAAR A
Same:
Assessed curriculum and item types
STAAR Blueprints for building tests
Achievement standard alignment
Focus on readiness for the next grade level or course with goal of postsecondary readiness
Differences
Language accessibility
STAAR Spanish – native language helps students understand the language of the test
STAAR L – English language accommodations help students understand the language of the test
STAAR A – embedded supports help students with disabilities access the content being assessed

11. Key Elements for Success in STAAR
Teach ELL students:
the academic vocabulary
both readiness and supporting content and skills
critical/inferential thinking, problem solving, and application rather than isolated/memorized content and skills
connections between different content areas (Math-Science or Math-Reading)
by incorporating the ELPs in all instruction
by emphasizing that all teachers are language teachers

12. ELL Participation in General STAAR Assessment
Taken by ELLs and other students not administered STAAR Spanish (Elem. only), STAAR L, STAAR Accommodated, or STAAR Alternate 2
LPACs should be aware that –
STAAR L is for Mathematics, Science and Social Studies only, not Reading and Writing
STAAR Spanish is for grades 3-5 only
All ELLs taking the General STAAR assessment are permitted some linguistic accommodations

13. STAAR Spanish For any student for whom the LPAC, with input from the student’s teacher, has determined that the Spanish version of STAAR is the most appropriate measure of academic progress.
Available in grades 3–5 only
May be used for a Spanish speaking student who:
is enrolled in a bilingual program
recently moved to the U.S.
receives substantial academic support in Spanish
Spanish STAAR is available in:
Grades 3-5 Reading
Grades 3-5 Math
Grade 4 Writing
Grade 5 Science
No linguistic accommodations are allowed

14. STAAR L For students who require moderate to substantial linguistic accommodations to understand the English used on STAAR.
ELLs for whom all these apply may take STAAR L
STAAR Spanish is not the most appropriate measure of academic progress (or does not exist at the student’s grade level)
Student has not yet attained advanced high TELPAS reading rating in grade 2 or above
Student is has been in U.S. schools 1-3 years (unless unschooled asylee/refugee, then 5 years)

15. STAAR L
STAAR L:
STAAR L is administered as an online testing program in grades 3-8 and EOC.
available for Math, Science, and Social Studies in all applicable grades
provides linguistic accommodations in online interface
clarification in English at the word or phrase level for pre- determined words or phrases
words read aloud of text at the word by word level
LPACs should determine and document whether the student needs at least one of these accommodations. If not, the student should take STAAR.
***headphones will need to be used

16. STAAR L Student Tutorial
New tutorial familiarizes students with online interface
Test administration directions for STAAR L assessments will assume familiarity with online interface
Sample items at the beginning of each STAAR L assessment will no longer be available
*** More information will be available during the Spring ELL Update TETN – LPAC Chairperson Meeting
January 27, 2016
LPAC Chairpersons
J. C. Martin Library
1:00-4:00 p.m.

17. STAAR L Tools Practice Replacing STAAR L Practice Sets
Limited practice (only 2-3 items per grade/subject)
Allows students to practice using STAAR L online accommodations and tools as they will be presented in the new online testing interface
. *** More information will be available during the Spring ELL Update TETN – LPAC Chairperson Meeting
January 27, 2016
LPAC Chairpersons
J. C. Martin Library
1:00-4:00 p.m.

18. STAAR L and SSI
For the school year, the Student Success Initiative (SSI) will be reinstituted.
Retest opportunities will be offered for grades 5 and 8 reading and mathematics on specific dates as per the testing calendar.

19. STAAR L Paper Administration
Paper test booklets will be approved by TEA in rare circumstances.
Need for accommodations that are not available in the new STAAR online testing interface
Unavoidable technological problems that make testing online impossible
Other special situations (e.g. homebound students, JJAEPs, etc.…)
***Detailed information about special paper request process is found on the Coordinator Manual /TEA web-site)

20. STAAR Accommodated STAAR Alternate 2
ELLs receiving special education services may be administered STAAR A if they meet the specific participation requirements for this assessment.
STAAR Alternate 2:
ELLs receiving special education services may be administered STAAR Alternate 2 if they meet the specific participation requirements for this assessment.
Few students receiving special education services are
eligible for these assessment.

21. Assessment Decisions for ELLs Receiving Special Education Services
ELLs receiving special education services may be administered any assessment depending on whether they meet the participation requirements.
STAAR
STAAR Spanish
STAAR L
STAAR A
STAAR Alternate 2
Chapter 101 of the TAC requires the LPAC to work in conjunction with the ARD committee to make assessment decisions for these students.
The collaboration between the LPAC and the ARD Committee helps ensure that factors related to disabling conditions and second language acquisition are both carefully considered and that participation in these assessments is appropriate.
Curriculum, Instruction & Assessment

22. Different Assessment Decisions for Different Subjects
Decisions may sometimes vary by necessity because of the design of the STAAR program. Example: Some ELLs will take —
STAAR for Reading and Writing, but
STAAR L for Mathematics, Science, Social Studies
It may sometimes be appropriate to give STAAR Spanish in some subjects and STAAR or STAAR L in other subjects.
LPAC decisions to give a student one type of assessment for one subject and another type of assessment for another subject should be well-justified and documented appropriately.
Curriculum, Instruction & Assessment

23. Linguistic Accommodation Decisions Document #2
Linguistic accommodations decisions for STAAR to be made by LPACs in accordance with policies and procedures in two guides:
*2016 STAAR Decision-Making Guide for LPACs
*2016 Linguistic Accommodations for ELLs Participating in the STAAR Program

24. Linguistic Accommodations in Instruction
Required by the ELPS
Support learning both subject matter and English
Made by all teachers of ELLs
Monitored and adjusted by teachers as students learn more English

25. Instructional Linguistic Accommodations
Accommodations for testing are not allowed if they have not been utilized in daily instruction.
All ELL students must have the ELL Plan for Success (Intervention Plan form) completed to document instructional linguistic accommodations.
Teachers of each content area course (ELA/Math/Science/Social Studies) must have input in completing the Intervention Plan form.
Teachers must keep a copy of the form in their data binder, Bilingual Clerks must keep a copy in a binder in their office for easy access (BOY/MOY/EOY) and place the original form in the LEP Folder at the end of the year.
**Elementary and Middle School: Accommodations for Instruction form must be completed between now and January 22 to meet the MOY requirement.

26. Linguistic Accommodations During State Assessment
Not all accommodations suitable for instruction are allowable during state assessments.
Accommodations in instruction are designed to foster and support learning.
Accommodations during assessment allow test to more accurately measure the degree students have met curriculum and performance standards.
Standardization and test administration logistics narrow accommodation possibilities during state assessments.

27. STAAR Linguistic Accommodations Eligibility Criteria and Decisions
Refer to linguistic accommodations guide -
LPAC’s linguistic accommodations decisions must be made on an individual student basis.
Decisions must be based on —
student’s particular needs for second language acquisition support
whether student is routinely provided the accommodation in instruction and testing
Providing unfamiliar accommodations may hinder rather than help student.
LPACs must coordinate with subject area teachers.
ELLs who pass the STAAR (Reading, Writing, English I or English II) utilizing assessment linguistic accommodations will not be considered for Exit from the Bilingual program.
Curriculum, Instruction & Assessment

28. Exit Criteria and Accommodations

29. Accommodations for ELLs with Disabilities
For these students, LPACs are responsible for making accommodation decisions for the STAAR program in conjunction with the student’s ARD or Section committee, as applicable
Linguistic accommodations decisions
Accommodations decisions related to the student’s disability
These committees should become familiar with all accommodation information on the TEA Accommodation Resources webpage.
Curriculum, Instruction & Assessment

30. Special Education—ELL Exit
(In the Fall) Run a Special Education—ELL Report
Meet with the Special Ed. Chairperson to evaluate students who could qualify for Special Ed.--ELL Exit (only students that will be assessed with STAAR Alt. 2)
Select/Document ELL Exit standards (complete the appropriate form before testing begins)
Hold a formal ARD to discuss Special Education—ELL Exit standards
(At EOY) Determine/document whether student has met selected standards (meet and complete the appropriate forms)
Report Special Ed.—ELL Exit information to Bilingual Clerks in order to document parental approval

31. ELLs Coded as Parental Denials
An ELL, whose parent or guardian has declined bilingual/ESL services required by state law is not eligible for special ELL assessment, accommodations, or accountability provisions.
No testing in Spanish
No linguistic accommodations during testing (including no STAAR L)
No English I EOC special provision
No unschooled asylee/refugee provision
ELLs with parental denials may, however, use bilingual, ESL, or other allowable dictionaries as part of dictionary policy for STAAR Reading and Writing tests in grade 6 and up; under this policy, use of certain dictionaries is not considered a linguistic accommodation.

32. Differing Degrees of Linguistic Accommodations Elementary STAAR
STAAR Spanish
No Accommodations
STAAR General
Limited Accommodations
STAAR L
Moderate Accommodations
Degree varies in accordance with second language acquisition needs of ELLs who qualify for this test
STAAR Alternate 2
STAAR A
No Specified linguistic accommodations; assessment design allows other languages and communication methods to be used as appropriate

33. Differing Degrees of Linguistic Accommodations Middle School STAAR
STAAR General
Limited Accommodations
STAAR L
Moderate Accommodations
Degree varies in accordance with second language acquisition needs of ELLs who qualify for this test
STAAR Alternate 2
STAAR A
No Specified linguistic accommodations; assessment design allows other languages and communication methods to be used as appropriate

34. Linguistic Accommodations STAAR
Mathematics, Science, Social Studies
Reading, Writing,
English I, English II, English III
Bilingual dictionary
Extra time (same day)
Grades 3–5: Dictionaries of various types*
Clarification in English of meaning of
words in writing prompt (applies to all assessments listed above)
words in short answer reading questions (English I–III only)
Table showing allowable linguistic accommodations for students taking STAAR assessments
*Dictionary access is allowed for all students in grade 6 and up as part of STAAR dictionary policy – includes use of standard English, ESL, sign language and bilingual dictionaries *Dictionaries of various types as a linguistic accommodation grades 3-5: Bilingual dictionary, English/ESL dictionary, Non-English monolingual dictionary, picture dictionary

35. Linguistic Accommodations STAAR L
Mathematics*, Science, Social Studies
Bilingual dictionary
Extra time (same day)
Clarification in English of word meaning**
Reading aloud of text**
Table showing allowable linguistic accommodations for students taking a STAAR L assessments
*STAAR L not available for Algebra II
**Provided in online interface 35

36. Linguistic Accommodations STAAR A
Mathematics*, Science, Social Studies
Reading, Writing,
English I, English II*
Bilingual dictionary
Extra time (same day)
Clarification in English of word meaning
Dictionaries of various types (grades 3–5)**
Table showing allowable linguistic accommodations for STAAR A
*STAAR A is not available for Algebra II or English III
*Dictionary access is allowed for all students in grade 6 and up as part of STAAR dictionary policy – includes use of standard English, ESL, sign language and bilingual dictionaries *Dictionaries of various types as a linguistic accommodation grades 3-5: Bilingual dictionary, English/ESL dictionary, Non-English monolingual dictionary, picture dictionary

37. Dictionaries pg.4-5 Four categories:
Bilingual dictionary - used to translate words (and sometimes common phrases) from one language to another
English/ESL dictionary – Standard English dictionary defines words/ESL dictionaries define words using simpler English
Non-English monolingual dictionary - Single-language standard (definition) dictionary in a language other than English
Picture dictionary - Conveys word meaning through drawings or photos; includes only words that can be pictured
Note: Although thesauruses are not required, they are allowable on STAAR and STAAR A Reading, Writing, English I, English II and English III tests, either in combination with a dictionary or as a separate resource.

38. Allowable and Non-allowable Formats
Within four categories of allowable dictionaries, keep in mind the following guidelines:
Paper and electronic dictionary formats are permitted
Subject-specific/topic-specific dictionaries (e.g., science dictionaries, academic language dictionaries, etc.) are not permitted
Bilingual dictionaries must be word/phrase translation dictionaries only; must not define words or illustrate or explain content terminology or concepts
Bilingual, ESL, and standard monolingual dictionaries that contain occasional pictures are acceptable as long as the pictures do not illustrate content terminology or concepts
Curriculum, Instruction & Assessment

39. Allowable and Non-Allowable Formats
Electronic devices that translate beyond the level of words and set phrases are not considered bilingual dictionaries and are not permitted
Electronic devices that have Internet or photographic capabilities are not allowed
Only dictionaries by reputable dictionary publishing companies should be used (no dictionaries produced by school districts, service centers, etc.)
Curriculum, Instruction & Assessment

40. STAAR Reading and Writing Dictionary Policy Grades 6 and Up
For Reading and Writing only
For all Texas students in grade 6 and up, including ELLs (new immigrants too) and students with disabilities standard English, ESL, sign language and bilingual dictionaries are allowed and are not considered a linguistic accommodation
Policy specifies minimums and recommended numbers of dictionaries per number of students
Dictionaries provided in accordance with ELL’s needs and how they are used in instruction and classroom testing
For ELLs who depend heavily on them, recommendation is one dictionary per student
More than one type of allowable dictionary may be provided to an ELL (or to any student)
Curriculum, Instruction & Assessment

41. Extra Time (Same Day) as a Linguistic Accommodation (pg. 6)
Permitted for any ELL who meets eligibility criteria
LPACs must adhere to eligibility criteria for this accommodation
Not an “automatic” decision
Extra time not permitted beyond regularly scheduled school day
As a linguistic accommodation, this applies only to STAAR assessments administered in English
Curriculum, Instruction & Assessment

42. Extra Time (Same Day) Specific Eligibility Criteria
Routine use in specified contexts: ELL must need and routinely be provided extra time when completing assignments and assessments that require substantial comprehension or use a substantial amount of English
Second language acquisition needs: Needs must relate to second language acquisition factors, that is, the time the ELL needs to read meaningfully in English (or write a response, as applicable to subject assessed) as a function of learning the English language
Nonfactors: Factors that are not ELL-specific must not be considered, such as test anxiety, use of test strategies, or other reasons not related to second language acquisition
Curriculum, Instruction & Assessment

43. Clarification in English of Word Meaning – Writing Prompts
Allowable for STAAR and STAAR A grades 4 and 7 Writing (and STAAR English I, English II and English III/STAAR A English I and English II)
On per student request basis only, test administrator may clarify meaning of words and phrases on writing prompt page
Test administrator may use simpler English, pictures, and/or gestures
Test administrator is not permitted to reinforce or emphasize any information on prompt page or assist with planning, organizing, or writing of composition
Note: When clarifying the meaning of words, test administrators may reference a dictionary and are not required to give definitions or explanations from memory.
Curriculum, Instruction & Assessment

44. Documentation of STAAR Test Decisions
*STAAR Participation and Linguistic Accommodations Decisions

45. STAAR Participation and Linguistic Accommodation Decisions Form
Part I - identifies the subject or course the student is taking
Part II - specifies the assessment type/test participation decision
Part III - states the justification for the test participation decision
Part IV - identifies the linguistic accommodations being afforded to the ELL student
TAC § requires decision and justification to be documented
A copy of the form should be kept in a binder in the bilingual clerk’s office (in alphabetical order by grade level) for easy access and a spread sheet should be created identifying the assessment and the linguistic accommodations that should be afforded to each student in alphabetical order by grade level based on the information documented on the decisions form and the original form should be placed in the student’s Bilingual Folder
All forms should include the teacher’s signature (not initials) by content area and the signature of all LPAC members.

46. LISD Form for LPAC Use

47. Communicating Decisions to Testing Coordinators
Decisions must be made and communicated to testing coordinators in time for testing arrangements to be made.

48. Quality Assurance
The deadline to complete MOY Assessment LPACing is March 4,
The Bilingual Department will audit all schools’ documentation (in order to support the Mid-Year LPAC ELL Spring Assessment process)
Audit dates – March 14, March 18, 2016 (or earlier if campus is ready – contact the Bilingual Director)
Bilingual Strategists will review each school’s LPAC Spring Assessment records:
MOY LPAC Minutes
STAAR Participation/Accommodations forms
LPAC Student History forms (“yellow card”)
Submit a completed and signed copy of the MOY Minutes and verification form to the Bilingual Department with the March 22 Minutes.

49. Mid-Year LPAC Documentation
All assessment decisions or actions must be documented:
LPAC Binder-
Mid-Year detailed LPAC Minutes including Assessment and Accommodations Summary Sheet
ELL Assessment Binder –
Copies of the STAAR Participation and Linguistic Accommodations Decisions forms for all ELL students that will be assessed
Copies of the LPAC Student History forms (assessment documentation information) for all ELL students that will be assessed
(stapled to each other)
LEP folder -
STAAR Participation and Linguistic Accommodations Decisions form
LPAC Students History “yellow card”

50. TELPAS Document #4
* TELPAS Decision-Making Guide for LPACs

51. What is TELPAS What is TELPAS?
A federally required assessment program designed to measure the annual progress that ELLs make in learning academic English
TELPAS measures the ELPS
Who takes TELPAS?
All ELLs in grades K–12, including those whose parents decline Bilingual/ESL program services, are assessed annually
Who are TELPAS raters?
Teachers trained/certified to assess ELLs for TELPAS
TELPAS uses an online multiple-choice test to assess
2–12 reading
TELPAS uses a holistic rating process and classroom performance to assess:
K–12 listening, speaking, and writing
K–1 reading
A multiple-choice test of English reading proficiency has been state-administered in Texas since 2000.
The holistically rated components of TELPAS were benchmarked in spring 2004 and fully implemented in spring 2005.

52. TELPAS PLDs and Instruction
Teachers should use the TELPAS PLDs throughout the school year as formative assessment rubrics to:
stay attuned to the English language proficiency levels of their students
monitor progress
linguistically tailor (accommodate) content area instruction and integrated second language instruction according to the proficiency level needs of their ELLs as the students learn more English
Formative Assessment

53. TELPAS Composite Calculations
The rigor of the Reading TELPAS test was increased to reflect the difficulty of the STAAR Reading assessments
The domain weights used to calculate composite ratings in TELPAS changed in 2014
Reading 50%
Writing 30%
Listening 10%
Speaking 10%

54. TELPAS Progress – A Must
4 Steps- Beginning, Intermediate, Advanced, Advanced High
Goal- ELL Students are expected to grow at least 1 level per year
Advanced High
Advanced
Intermediate
Beginning

55. TELPAS Spring Dates

56. TELPAS Resources for LPACs
Years in U.S. Schools Data Collection Document
Years in U.S. schools collected annually for each ELL during TELPAS
Document contains complete instructions for determining years in U.S. schools, including 60-day rule information
Is submitted by the Administrator in charge of TELPAS through the Assessment Management System at the time of TELPAS
Used in determining performance requirements in varied state and federal accountability measures
TELPAS Decision-Making Guide for LPACs
Includes information on assessing ELLs receiving special education services with TELPAS
Curriculum, Instruction & Assessment

57. Data Collection for Spring
In addition to years in U.S. schools, other information that will be collected includes:
Unschooled asylees/refugees
Students with Interrupted Formal Education (SIFE)
These ELLs attend school in the U.S., withdraw and leave the U.S. for a period of time, and then return to the U.S.. The period of time outside the U.S. or the number to times the student is withdrawn from U.S. schools is significant enough that growth in English and learning of subject matter are affected.
These ELLs may come to the U.S. with limited or no prior schooling. They lack literacy skills in their first language, basic subject-matter knowledge and skills, or basic social skills. For the purpose of this data collection, include ELLs who did not attend school for a period of time such that the ability to learn English and new grade level subject-matter knowledge and skills is significantly affected.

58. Calculating Years in U.S. Schools (see document)
Example 1
A student arrives from out of the country and enrolls for the first time in a U. S. school in Campus A in early March The student remains enrolled for 37 school days and then withdraws. The student is not enrolled in any school for 7 days. The same student then enrolls in Campus B and remains enrolled through the remainder of the school year. The student was enrolled for a total of more than 60 school days in the school year and was not un-enrolled for a time period of 10 or more school days. Therefore, the LPAC at Campus B must count the school year as year one in U.S. schools for that student. The following school year, the student is considered to be in year two.
Example 2
A student arrives from out of the country and enrolls for the first time in a U.S. school in Campus A in early April The student remains enrolled for the rest of the school year. Because the student was enrolled for only 49 consecutive school days, the LPAC at Campus A cannot count the school year as year one in U.S. schools. Thus, during the school year, the student is still considered to be in his or her first year in U.S. schools.

59. Important Reminders
Districts/Schools do not change the value for years in U.S. schools submitted in a previous school year. Districts/Schools use the data previously submitted to inform data that will be submitted this spring.
The number of years in U.S schools on record for a student will never decrease. The value will either remain the same or increase by 1.
Curriculum, Instruction & Assessment

60. Holistic Rating Training Resources
PowerPoint presentations - Making the ELPS-TELPAS Connection: K–12 Overview
Introductory Training on the PLDs (separate modules for K–1 and 2–12)
Grades 2–12 Writing Collection Overview
(New) Holistic Rating Training Requirements
Educator Guide to TELPAS
These resources can be accessed from the TELPAS Resources webpage at -

61. When Good Testing Goes Bad
ELL identification is directly linked to ELL instructional programming and subsequent academic achievement
ELL student monitoring is directly linked to ELL instructional programming and subsequent academic achievement
Annual TELPAS test monitoring and ratings are directly linked to ELL instructional programming and subsequent academic achievement
The degree and effectiveness of communication within a school’s leadership team is directly linked to ELL student academic achievement
The coding of ELL students on test documents is directly linked to ELL student academic achievement
The use/non-use of appropriate linguistic accommodations during testing is directly linked to ELL student academic achievement

62. Questions

63. THANK YOU FOR YOUR PARTICIPATION!!!