Training on the LPAC Decision-Making Process for the Texas Assessment Program Feb. 13 , 2015 LCISD.

Training on the LPAC Decision-Making Process for the Texas Assessment Program
Feb. 13 , 2015 LCISD

Training Topics STAAR TAKS TELPAS
2014–2015 STAAR Decision-Making Guide for LPACs 2015 Linguistic Accommodations for ELLs Participating in the STAAR Program Suggested documentation forms TAKS TAKS Decision-Making Guide for LPACs TELPAS 2014–2015 TELPAS Decision-Making Guide for LPACs Spring data collection information

STAAR decision-making process

STAAR Decision-making guide for LPACs
The regulatory procedural guide is based on 19 TAC Chapter 101, Subchapter AA. LPACs should be familiar with these Commissioner of Education rules. TEA is required to develop administrative procedures to implement ELL assessment statutory requirements. LPACs are required to follow these administrative procedures.

Composition of the LPAC
Each school district required to offer bilingual education and special language programs (ESL) shall establish an LPAC. The LPAC is composed of a: campus administrator* professional bilingual educator* ESL teacher/professional transitional language educator* parent of a current ELL participating in the required bilingual or special language program (ESL) this parent may not be an employee of the school district* *All members must LPAC trained every year and be present! 19 TAC § TEC §29.063

Professional bilingual educator*a certified bilingual teacher
Campus Administrator* -Principals, AP that supervise all operations of campus, evaluate staff members, assign duties to staff members maintaining records of the students on campus. Professional bilingual educator*a certified bilingual teacher ESL teacher/professional transitional language educator*certified ESL teacher parent of a current ELL participating in the required bilingual or special language program (ESL) this parent may not be an employee of the school district* Must have a student participating in the program and must not have denied student services (parent denials)

Membership Guidelines
All LPAC members shall be trained. If one of the members does not understand English (parent), the training should be developed in the member’s primary language. At the LPAC meeting, an interpreter should be available if the parent representative is not proficient in English. The parent representative volunteers his/her participation in the LPAC. The student’s parents are not required to attend the LPAC meeting.

LPAC Guidelines All required members are given prior notification of meeting.-plan your LPAC in advance, give parent and committee the dates All required members meet and a chair is selected for the meeting. Members review and discuss all student data and information. Members arrive at appropriate decisions. All members must sign and date all documentation/LPAC forms. No member can sign for another required committee member or spot.

LPAC Guidelines Decisions are included in LPAC minutes which are kept in a central location. The committee meeting is adjourned. Documentation for each student is filed in the student’s record folder. (Sample forms for LPAC meetings are included in the manual.)

Required LPAC Meetings
Upon initial enrollment - within the student’s first 20 school days In the spring to determine appropriate assessments, immediately prior to state assessments At the end of the year for annual review and for the following year’s placement decisions, which may include the use of linguistic accommodations, as appropriate As needed to discuss student progress

LPAC Responsibilities
Identification of ELLs Assessment and documentation review Placement Instructional methodologies and/or interventions Instructional linguistics accommodations or accommodations for assessment Coordination Parental Approval Annual Review (linguistic and academic progress)

Eligibility for Students with Disabilities
Students with disabilities whose scores indicate limited English proficiency on the assessment determined by the key members of the ARD committee in conjunction with the key members of the LPAC are identified as ELL. 19 TAC § 19 TAC § (f) (4)

LPAC Decision-Making Process for STAAR
LPACs are responsible for — following administrative procedures in this guide making decisions on individual student basis working as a committee to make decisions maintaining required documentation This guidelines described in this training are applicable for all assessments administered in the 2015 calendar year.

Reminders LPACs — need to meet as a committee to determine the best state assessment option for each ELL should make assessment decisions as close to the time of the administration of state assessments as possible are required to make and document assessment decisions in accordance with outlined procedures TEA Student Assessment Division

ELPS and TEKS LPAC assessment decision-making process for STAAR supports ELPS and TEKS implementation Process helps ensure regular monitoring of ELLs’ progress and linguistic supports they receive Needs of ELLs at beginning or intermediate level of English language proficiency are emphasized in Overview section ELPS requirements specific to this group of ELLs should be emphasized in LPAC training LPAC procedures required by this guide help monitor needs of these students

STAAR Program and Decisions
STAAR encompasses― STAAR (general state assessment) STAAR Spanish STAAR L STAAR A STAAR Alternate 2 LPACs are required to make and document assessment decisions in accordance with outlined procedures.

STAAR Participation Decisions

Participation in General STAAR Assessment
Taken by ELLs and other students not administered STAAR Spanish, STAAR L, STAAR A or STAAR Alternate 2 LPACs should be aware that — STAAR L is for mathematics, science, and social studies, not reading and writing STAAR Spanish is for grades 3–5 only ELLs taking general STAAR assessments are permitted some linguistic accommodations

Understanding Alignment of STAAR, STAAR Spanish, STAAR L
Same: Assessed curriculum and item types STAAR blueprints for building tests Achievement standard alignment Focus on readiness for next grade level or course with goal of postsecondary readiness Differences have to do with language accessibility: STAAR Spanish uses native language to help students understand language of test. STAAR L provides English language accommodations to help students understand language of test.

ELL Participation in STAAR Spanish and STAAR L
For any student for whom Spanish version of STAAR is most appropriate measure of academic progress STAAR L* ELLs for whom all of these apply may take STAAR L: STAAR Spanish not most appropriate measure of academic progress (or does not exist at student’s grade) Student has not yet attained advanced high TELPAS reading rating in grade 2 or above Student is within first 3 years in U.S. (unless unschooled asylee/refugee, then first 5) STAAR Spanish For students for whom Spanish version of STAAR is most appropriate measure of academic progress STAAR L* ELLs for whom all of these apply may take STAAR L: STAAR Spanish not most appropriate measure of academic progress (or does not exist at student’s grade) Student has not yet attained advanced high TELPAS reading rating in grade 2 and above Student is within first 3 years in U.S. (unless unschooled asylee/refugee, then first 5) * For STAAR L EOC tests, eligibility can be carried over from spring to the July and December administrations *For STAAR L EOC tests, eligibility can be carried over from spring to the July and December administrations

STAAR Spanish Decisions
Must be individual student decisions Grade-based or program-based decisions not authorized LPAC must use input from student’s teacher(s) in making STAAR Spanish decisions. STAAR Spanish may be given in grades 3–5* as long as LPAC determines STAAR Spanish to be most appropriate measure of student’s academic progress. * For the STAAR program, whether a student has been retained and would be taking STAAR in Spanish for more than 3 years is not a limiting factor.

STAAR Spanish for Students in ESL Programs
In addition to being appropriate for ELLs in bilingual programs who are receiving academic instruction in Spanish, STAAR Spanish may sometimes be appropriate for students in ESL programs. ESL program examples: Spanish speakers who have recently moved to the U.S. ELLs who have recently moved from a campus where they were enrolled in bilingual program Students who receive substantial academic support in Spanish

Non-ELLs in Spanish Bilingual Programs
Non-ELLs in a state-approved bilingual education program may be administered STAAR Spanish if the LPAC determines the assessment in Spanish to be the most appropriate measure of the student’s academic progress. This is most common in two-way dual language programs but is not necessarily limited to these programs. Chapter 101 requires the LPAC to make the decision when a request of this type is made for a non-ELL. The LPAC is not responsible for performing the many other LPAC functions they carry out for ELLs.

STAAR Spanish Considerations in STAAR L Eligibility Criteria
Remember: The first STAAR L eligibility requirement is that STAAR Spanish is not the most appropriate measure of student’s academic progress. The LPAC must decide that STAAR Spanish is not the assessment that best allows the student to show his or her knowledge and skills. For Spanish speakers in grades 3–5 otherwise eligible for STAAR L, this must specifically be discussed by the LPAC. If STAAR Spanish would be more appropriate, the student is not eligible for STAAR L.

STAAR L STAAR L is for students who require moderate to substantial linguistic accommodations to understand the English used on STAAR mathematics, science, and social studies assessments. STAAR L is for students for whom clarification of word meaning in English and/or reading words aloud (in addition to potentially using a bilingual dictionary and having extra time) is important to their ability to understand challenging material written in English. As documented in Accommodations sheets and content area teacher input

STAAR L If a bilingual dictionary and/or extra time will suffice, the student should take general STAAR, not STAAR L. STAAR allows these linguistic accommodations.

STAAR L EOC Eligibility
For EOC, eligibility for STAAR L can be carried over from spring to the July and December administrations. Example: A student was in his 3rd year in U.S. schools in the 2013–2014 school year. He took STAAR L in May, but did not pass. The LPAC carried over eligibility to both the July 2014 and December 2014 STAAR L EOC administrations. In spring 2015, however, he will be in his 4th year in U.S. schools and no longer eligible for STAAR L.

Individual Student Decisions and Final Decision-Making Close to Assessment Time
Previous slides illustrate some examples of the need for — individual student decisions, and the reviewing of student progress shortly before the assessment (in cases where an assessment decision may change because of progress made).

Reminders Sample Forms for Documenting Participation & Accommodation Decisions Record of STAAR participation and linguistic accommodation decisions STAAR eligibility for English I EOC special provision Student history worksheet Decision-making guides and other LPAC documents can be found on the Language Proficiency Assessment Committee Resources webpage at TEA Student Assessment Division

Different Assessment Decisions for Different Subjects
Decisions will often vary by necessity because of the design of the STAAR program Example: Many 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 in the required documentation.

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 helps ensure that factors related to disabling conditions and second language acquisition are both carefully considered. See handouts for STAAR A and STAAR Alternate 2 required documentation

STAAR A ELLs with a disability may be administered STAAR A if they meet the specific eligibility requirements for this assessment program. The form for determining whether students meet the eligibility requirements is on the TEA STAAR A webpage.

STAAR Alternate 2 ELLs receiving special education services may be administered STAAR Alternate 2 if they meet the specific participation requirements for this assessment program. The ARD committee form for determining whether students meet the participation requirements is on the TEA STAAR Alternate 2 webpage.

STAAR A and STAAR Alternate 2
Important: ELLs participate in these assessments only on the basis of their disability, not second language acquisition. The LPAC’s involvement in assessment decision- making for ELLs served by special education should help ensure that ELL participation in these assessments is appropriate. ESL/BILINGUAL LPAC REP. MUST BE IN ATTENDANCE AT LPAC AND ARD COLLABORATIONS AND MUST SIGN PAPERWORK. 19 TAC § 19 TAC § (f) (4)

Linguistic Accommodation Decisions

Linguistic Accommodation Resources
Linguistic accommodation decisions for STAAR are to be made by LPACs in accordance with policies and procedures in two guides: 2014–2015 STAAR Decision-Making Guide for LPACs Linguistic Accommodations for ELLs Participating in the STAAR Program The linguistic accommodation guide above is principal source of linguistic accommodation information.

Linguistic Accommodations in Instruction
Are required by ELPS Support learning of both subject matter and English Are to be made by all teachers of ELLs Are monitored and adjusted by teachers as students learn more English

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 degree students have met curriculum and performance standards. Standardization and test administration logistics narrow accommodation possibilities during state assessments.

STAAR Linguistic Accommodation Eligibility Criteria and Decisions
Refer to linguistic accommodation guide. LPAC’s linguistic accommodation decisions must be made on individual student basis. Decisions must be based on — student’s particular needs for second language acquisition support, and whether student is routinely provided the accommodation in instruction and testing. Providing unfamiliar accommodations may hinder rather than help a student. LPACs must coordinate with subject area teachers.

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 504 committee, as applicable. Linguistic accommodation decisions Accommodation decisions related to the student’s disability These committees should become familiar with all accommodation information on the TEA Accommodation Resources webpage.

LPAC Role In coordinating with subject area teachers on linguistic accommodations for STAAR, the LPAC’s role should not be simply to make decisions and process paperwork. The LPAC process provides opportunities for guiding teachers, supporting ELPS implementation, and determining needs for professional development.

Coordinating Between LPAC and Testing Coordinators
Testing coordinators and LPACs must coordinate so that participation and accommodation decisions are available in time to make testing arrangements. Remember, linguistic accommodations are not just for STAAR L.

Differing Degrees of Linguistic Accommodation
STAAR (General) Limited degree of linguistic accommodation STAAR L Moderate to substantial degree of linguistic accommodation STAAR A Degree varies in accordance with second language acquisition needs of ELLs who qualify for this test STAAR Alternate 2 No specific linguistic accommodations; assessment design allows other languages and communication methods to be used as appropriate STAAR (General) Limited degree of linguistic accommodation STAAR L Moderate to substantial degree of linguistic accommodation STAAR Modified Degree varies in accordance with second language acquisition needs of ELLs who qualify for this test STAAR Alternate No specific linguistic accommodations; observational, classroom-based assessment design allows other languages and communication methods to be used as needed STAAR Spanish: Assessment is provided in student’s native language; other linguistic accommodations not applicable STAAR Spanish: Assessment is provided in student’s native language; other linguistic accommodations not applicable.

Linguistic Accommodations for STAAR
Math, Science, Social Studies Reading, Writing, English I, English II Bilingual dictionary Extra time (same day) 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-II only) Math, Science, Social Studies Bilingual dictionary Extra time (same day) Reading, Writing, English I, English II 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-II only) * Dictionary policy provided for all students in grades 6 and up includes use of standard English, ESL, sign language and bilingual dictionaries. *Dictionary policy provided for all students in grades 6 and up includes use of standard English, ESL, sign language, and bilingual dictionaries.

Linguistic Accommodations for STAAR L
Math, Science, Social Studies Clarification in English of word meaning* Reading aloud of text* Bilingual dictionary Extra time (same day) Math, Science, Social Studies Clarification in English of word meaning* Reading aloud of text* Bilingual dictionary Extra time (same day) * Provided in online interface *Provided in online interface

Linguistic Accommodations for STAAR A
Math, 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* Math, Science, Social Studies Bilingual dictionary Extra time (same day) Clarification in English of word meaning Reading, Writing, English I, English II Dictionaries of various types* * Dictionary policy provided for all students in grades 6 and up includes use of standard English, ESL, sign language and bilingual dictionaries. *Dictionary policy provided for all students in grades 6 and up includes use of standard English, ESL, sign language, and bilingual dictionaries.

Extra Time (Same Day) as a Linguistic Accommodation
Permitted for any ELL who meets eligibility criteria LPACs must adhere to eligibility criteria for this accommodation (page 6 of linguistic accommodation guide). 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.

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. (MUST BE DOCUMENTED ON 6 OR 9 WEEK ACCOMODATION SHEETS AND SIGNED BY CONTENT AREA TEACHER) 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.

Dictionaries Two sources for dictionary policies for ELLs taking STAAR: STAAR dictionary policy Applies to reading and writing assessments in grade 6 and above Available at Linguistic Accommodations for ELLs Participating in the STAAR Program guide Outlines policies for the use of dictionaries on all other tests not covered under the STAAR dictionary policy Available at TEA Student Assessment Division

Dictionaries LPACs should be very familiar with information about allowable types of dictionaries in linguistic accommodation guide LPACs should also be very familiar with STAAR dictionary policy for all students, which is available on TEA’s STAAR Reading Resources webpage at

Dictionaries as a Linguistic Accommodation
Four categories: Bilingual dictionary English/ESL dictionary Non-English monolingual dictionary Picture dictionary

Bilingual Dictionary Considered a linguistic accommodation for
Allowable for STAAR and STAAR L (any subject) Considered a linguistic accommodation for mathematics, science, social studies (all grades) grades 3–5 reading and grade 4 writing Used to translate words (and sometimes common phrases) from one language to another May include pictures as long as pictures do not illustrate content terminology or concepts Reminder: Allowed for grade 6 and up reading and writing as part of STAAR dictionary policy (and not considered a linguistic accommodation) Reminder: Allowed for grade 6 and up reading and writing as part of STAAR dictionary policy (and not considered a linguistic accommodation)

English/ESL Dictionary
Allowable for STAAR reading and writing only; not other STAAR subjects; not STAAR L Considered a linguistic accommodation below grade 6 Unlike bilingual dictionaries, English dictionaries contain definitions of English words ESL dictionaries define words using simpler English Some dictionaries (e.g., children’s dictionaries, ESL dictionaries) include some pictures Reminder: Allowed for grade 6 and up reading and writing as part of STAAR dictionary policy (and not considered a linguistic accommodation) Reminder: Allowed for grade 6 and up reading and writing as part of STAAR dictionary policy (and not considered a linguistic accommodation)

Non-English Monolingual Dictionary
Allowable for STAAR reading and writing only Considered a linguistic accommodation in grade 3 and up Single-language standard (definition) dictionary in a language other than English (e.g., dictionary of Spanish language; dictionary of Vietnamese language)

Picture Dictionary Allowable for STAAR reading and writing only
Linguistic accommodation in grade 3 and up Conveys word meaning through drawings or photos; includes only words that can be pictured May be monolingual, bilingual, or multilingual (may show picture plus word in one language or more than one language)

Dictionaries Allowable and Nonallowable Formats
Within four categories of allowable dictionaries, keep in mind the following guidelines: Paper and electronic dictionary formats (including hand-held electronic devices) are permitted Electronic devices: must not be Internet-based (it is not sufficient to disable Internet) any features that allow entering and saving text or uploading files must be cleared before and after test administration if device has additional capabilities (e.g. calculator) that cannot be disabled, the test administrator must actively monitor to ensure that these features are not accessed

Dictionaries Allowable and Nonallowable Formats
Subject-specific/topic-specific dictionaries (e.g., science dictionaries, academic language dictionaries, etc.) are not permitted Bilingual, ESL, and standard monolingual dictionaries that contain occasional pictures are acceptable as long as the pictures do not illustrate content terminology or concepts Electronic devices that translate beyond the level of words and set phrases are not considered bilingual dictionaries and are not permitted Only dictionaries by reputable dictionary publishing companies should be used (no dictionaries produced by school districts, service centers, etc.)

Decisions about Special Provision and Exemption

Special English I EOC Provision TAC §101.1007
For ELLs who ― have been enrolled in U.S. schools 3 school years or less (5 or less if qualifying unschooled asylee/refugee), and have not yet attained TELPAS advanced high reading rating in grade 2 or above. Why this provision? In English I/ESOL I, these students may require substantial instructional scaffolding and linguistic adaptation not feasible on standardized language arts assessments.

English I Special Provision
When enrolled in an English I/ESOL I course, an eligible ELL shall not be required to retake the assessment each time it is administered if the student passes the course but does not pass the test. Note: Students are not exempt from testing while in the course. Provisions do not apply to English II. This provision is not tied to any particular graduation plan.

Exemption for Qualifying Asylees and Refugees
Amendment to 19 TAC § allows for the exemption of certain qualifying ELL asylees and refugees from being administered a STAAR assessment in grades 3–8. This exemption only applies to those unschooled asylees and refugees in their first year in U.S. schools.

STAAR L

STAAR L Online Tests STAAR L is administered as an online testing program in grades 3–8 and EOC. Clarification in English and reading aloud is provided in online interface. No test administrator-provided accommodations Students will need headphones if testing in a group.

STAAR L Student Tutorials
Minor updates to grades 3-5 and 6-8 Should be used to familiarize students with clarification and read aloud accommodations as well as standard TestNav tools Test administration directions for STAAR L assessments will assume some familiarity with online interface.

STAAR L Practice Sets Practice sets consist of approximately 20 to 25 items for each STAAR L assessment. Minor updates to grades 3-8 math Available in online format similar to TELPAS so that students may experience the items as they will be presented in the operational administration.

STAAR L Online Accommodations and LPAC Decision-Making
All students taking STAAR L will have access to the accommodations of clarification in English and reading aloud of text. As part of the decision-making process, LPACs should determine and document whether the student needs at least one of these accommodations. If not, the student should take STAAR.

STAAR L and SSI For 2014–2015, 5th and 8th grade students assessed with STAAR L in reading will be held to the same SSI requirements for reading, including retesting, as students taking the general STAAR. SSI requirements for 5th and 8th grade mathematics are suspended for the current school year.

STAAR L Paper Administrations
Paper test booklets will be 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.) Detailed information about special paper request process will be posted on Coordinator Manual Resources page at

ELLs with Parental Denials

ELLs with Parental Denials TAC §101.1005 (f)
An ELL whose parent or guardian has declined bilingual/ESL services required by state law is not eligible for special ELL assessment, accommodation, or accountability provisions. No testing in Spanish No linguistic accommodations during testing No English I special provision No unschooled asylee/refugee provisions

Documentation of STAAR Test Decisions

Documentation Requirements
Who What Decisions Where Documented LPAC Test Participation Accommodations* English I Special Provision Exemption (asylee/refugee) Student’s Permanent Record File ARD Committee Student’s IEP Section 504 Placement Student’s IAP Chart describing who makes what decisions and where the decisions are documented. The LPAC decides test participation, accommodations*, Special English I Provision, and asylee/refugee exemptions. The LPAC documents these decisions in the student’s permanent record file. The ARD Committee decides tests participation and accommodations* and documents these decisions in the student’s IEP. The Sections 504 Placement Committee decides test participation and accommodations* and documents these decisions in the student’s IAP. * Linguistic accommodations and accommodations related to applicable disability *Linguistic accommodations and accommodations related to applicable disability

Forms for LPAC Use STAAR Participation and Linguistic Special Provision Student History Worksheet Accommodation Decisions Eligibility for STAAR English I Assessment Will be available at LAMAR NET-ALP WEB PAGE

STAAR Participation and Linguistic Accommodation Decisions
Part I of form addresses justification for test participation decision. TAC § requires decision and justification to be documented. Part II of form lists test participation and linguistic accommodation decisions. Part II could be copied and provided to testing coordinators.

Eligibility for STAAR English I Assessment Special Provision
Form includes TAC special provision and eligibility criteria Course participation (semester or school year) and assessment date must be documented for each ELL that meets eligibility criteria. Documentation must be completed and discussed with student as close to the time of the assessment as possible. Special provision only applies when student meets eligibility criteria and passes the course. The student may opt to retake the assessment during any scheduled administration if the student passes the course but fails to meet the passing standard.

Student History Worksheet
Multiple-year student record of — number of school years of enrollment in U.S. TELPAS reading rating test decisions whether student enrolled 60 consecutive school days in a school year Includes signature and date area for each year’s updated Years in U.S. Schools information to help ensure annual accuracy of this important data collection Student history worksheet is a TEA required document for all ELLs and must be created or revised yearly. Every effort by campus personnel must be made to obtain accurate information from incoming students (from another district or state).

General Guideline for Recording Linguistic Accommodations
Whether the student tested on paper or online, record linguistic accommodations if these were predetermined by the LPAC and made available to the student during testing, even if the student did not use the accommodation.

Linguistic Accommodations Reminder
ELLs for whom the LPAC assigns linguistic accommodations on a STAAR reading, writing or English EOC assessment may not be considered for program exit at the end of that school year. TEA Student Assessment Division

2014-15 English Proficiency Exit Criteria

Recording Asylee/Refugee Information
Information about qualifying unschooled ELL asylees and refugees will be collected as part of the data collection for TELPAS. This information is necessary to exclude eligible students’ STAAR results from state accountability ratings and will NOT be gathered during STAAR data collection.

Organizing Test Administrations
DCCM, p. S-29 and 36 Students receiving certain accommodations may need to be tested in a separate setting to eliminate distractions to other students and to ensure the confidentiality of the test. A bilingual teacher may be permitted to administer STAAR in English to English- dominant ELLs and STAAR in Spanish to Spanish-dominant ELLs in the same test session.

Preparing ELLs for Testing with Linguistic Accommodations
In training test administrators with ELLs in their sessions, make sure to review this section of test administrator manuals. Administration “SAY” directions assume ELLs have been told in advance how their sessions will be conducted what type of accommodations they may receive

Helping ELLs Understand Test Directions
For all tests, ELLs may be helped to understand “SAY” directions and test booklet directions that introduce test sections or item formats. Test administrator is allowed to: paraphrase translate repeat read directions aloud Test administrator is not allowed to add directions that are substantively different (no pointers, no test-taking strategies, etc.). With the exception of STAAR L, STAAR tests have no sample items; familiarize new ELLs with item formats ahead of time using released items on TEA website. TEA Student Assessment Division

Affective Needs of ELLs
Recently Arrived ELLs Meeting affective needs of ELLs who are new to the U.S. is important in instruction and testing. Help new ELLs look at first year of test results as good information to use in setting and meeting goals for following year. All ELLs Encourage practices that involve all ELLs in setting and reaching goals for English acquisition and academic achievement.

Assessing Newly Arrived ELLs Who Know Little English
In isolated situations if completing an assessment is not in the best interest of student (e.g., a newly arrived ELL who has extremely limited English language skills), the campus may make the determination to submit the test for scoring without requiring the student to complete test. The decision should be documented and communicated to student’s parents after the test administration.

TAKS Decision-Making Process

TAKS Decision-Making Process
No changes to process Applicable only to students for whom TAKS is a graduation requirement Includes Exit level LEP postponement TAKS provisions for ELLs receiving special education services TAKS provisions for unschooled asylees and refugees TAKS Decision-Making Guide for LPACs and sample documentation forms available on Language Proficiency Assessment Committee Resources page at

TELPAS

TELPAS Resources for LPACs
Years in U.S. Schools Data Collection Document Years in U.S. schools collected annually for each ELL during TELPAS Used in determining performance requirements in varied state and federal accountability measures Document contains instructions for determining years in U.S. schools, including 60-day rule information 2014–2015 TELPAS Decision-Making Guide for LPACs Includes information on assessing ELLs receiving special education services with TELPAS

Data Collection for Spring
In addition to years in U.S. schools, other information that will be collected includes Unschooled asylees/refugees These students lack literacy skills in their first language and basic subject- matter knowledge and skills. They may also lack basic social skills and have experienced emotional trauma as a result of their previous circumstances. 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 of the U.S. or the number of 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 also 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.

Calculating Years in US Schools
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 2013–2014 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 2013–2014 school year as year one in U.S. schools for that student. The following 2014–2015 school year, the student is considered to be year two.

Calculating Years in US Schools
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 2013– 2014 school year as year one in U.S. schools. The following 2014–2015 school year, the student is considered to be in his or her first year in U.S. schools. In this case, the student was enrolled in a U.S. school in the previous school year but was not determined to have been enrolled for 60 consecutive school days. The 2014–2015 TELPAS Years in U.S. Schools value for the student must be coded 1st year, enrolled 1st semester.

Important Reminders Districts are not changing the value for years in U.S. schools submitted in a previous school year. Districts are using 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. ESL/Bilingual LCISD LPAC and Leads are to actively monthly monitor Skyward reports on Years in School for accuracy.

Skyward ALP Report

Steps to Running Skyward Reports and Reviewing Reports for Accuracy
Login to SKYWARD with your credentials Click on Students Click on Data Mining for reports, click on Student Profile to create or edit a students’ LEP screen Click on following reports to view all your ESL/BIL/Parent Denial students- (save these reports as your favorites for easy access) -ALP-LEP Roster on demand ELEMENTARY – created by Rose Bev OR -ALP-LEP Roster on demand SECONDARY – created by Rose Bev 5. Click on EXCEL to run report 6. View Report and check for accuracy - verify information for the following : -Program Participation (BIL/ESL) -Program Code (ESL-content based or ESL –pullout for secondary, Bilingual/late exit) (will be blank if PD) -Parental Permission (Approved/Denied) C for denied all services -TELPAS YIS (according to STUDENT HISTORY WORKSHEET) REMINDER- Do not mark 0 (zero) On SKYWARD, for TELPAS YIS, 0=FIRST ENROLLED IN SECOND SEMESTER OF CURRENT SCHOOL YEAR

Data Collection Information
Required data collection for ELLs with extenuating circumstances: Unschooled ELL asylees/refugees Students with Interrupted Formal Education (SIFE) These data can be submitted and updated through the Student Data Upload process. These data can also be entered on the TELPAS Student Registration Details page of the Assessment Management System. These special circumstances are defined on page T-31 of the 2015 District and Campus Coordinator Manual.

Key Dates for Holistically Rated Components

Reminders Important to Emphasize Holistic rating training is key.
Individuals must complete state-required training and calibration activities to be raters. Those who complete all requirements but don’t successfully calibrate by end of set 3 may be raters if district chooses, but districts must provide rating support in manner that assures valid and reliable assessment. Returning raters who have not completed calibration activities within the last three school years are required to complete the online basic training course before calibrating. Implement validity and reliability checks during testing window.

Reminders Important to Emphasize
It is a violation of state assessment procedures and a serious testing irregularity to record, discuss, or share answers to the rating practice and calibration activities. NEW: After completion of calibration activities, raters must destroy all notes taken about specific student profiles. Returning raters who have not completed calibration activities within the last three school years are required to complete the online basic training course before calibrating. NOTE: While collaboration is encouraged during the live administration to help ensure that ratings in all domains reflect the ability of students to understand and use English in different content areas, it is imperative that rater calibration is done individually to ensure that raters are able to apply the PLDs accurately and consistently.

Final Data Verification Window
Assessment window closes Wednesday, April 8 Verification window closes Friday, April 10 NOTE: The verification window will end at 7 p.m. (CT) on Friday, April 10. NOTE: The verification window will end at 7 p.m. (CT) on Friday, April 11.

Training on the LPAC Decision-Making Process for the Texas Assessment Program Feb. 13 , 2015 LCISD.

Similar presentations

Presentation on theme: "Training on the LPAC Decision-Making Process for the Texas Assessment Program Feb. 13 , 2015 LCISD."— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Training on the LPAC Decision-Making Process for the Texas Assessment Program Feb. 13 , 2015 LCISD.

Similar presentations

Presentation on theme: "Training on the LPAC Decision-Making Process for the Texas Assessment Program Feb. 13 , 2015 LCISD."— Presentation transcript:

Similar presentations

About project

Feedback