Linguistically Accommodated Testing LAT Math and Science

1
Linguistically Accommodated Testing (LAT)Math
and Science
Region One ESC Bilingual / ESL Program Fall
2007 Texas Education Agency Student Assessment
Division
2
Topics

• Part 1 Who qualifies for LAT?
• Part 2 What are the Fundamental
• Guidelines for LAT?
• Part 3 What impact does LAT have on AYP?
• Part 4 What are the Allowable Accommodations
• Part 5 Additional Guidelines
• Part 6 Activity

3
Part 1 Who Qualifies for LAT?

• Students who are LEP-exempt
• AND
• Students who are in Grades 3-8 and 10

4
LEP Exemptions

• Most LEP students are not eligible for
  exemption.
• Some are eligible for exemption in their
  first year in U.S.
• Few are eligible for exemption in their
  second or third year in U.S.

5
Part 2 Fundamental Guidelines for LAT

• Linguistic accommodations used must be consistent
  with routine classroom instruction and testing.
• Linguistic accommodations used in LAT
  administrations must be documented and kept in
  the students permanent record file.

6
Fundamental Guidelines Contd.

• LAT accommodations are intended to help students
  understand the language of the tests.
• LAT accommodations must not invalidate the
  math/science skills measured. The math/science
  the test questions measure must remain the same.

7
Part 3 AYP and LAT

• Students tested will count in both the
  participation and performance measures for AYP.
• (Exception LAT scores of first-year immigrants
  will not be part of AYP performance calculations.)

8
Part 4

• Allowable Accommodations

9
Allowable Accommodations Providing Indirect
Linguistic Support for Math and Science

• Clarification of Test Directions
• Breaks at Request of Student

10
6 Allowable Accommodations

• Linguistic simplification
• Oral Translation
• Reading Assistance
• Bilingual Dictionary
• Bilingual Glossary
• English and Spanish Tests Side by Side (Grades
  3-6)

11
1. Linguistic Simplification

• A student may ask the test administrator to say
  in simpler language what a test question is
  asking. The test administrator uses the LAT
  Linguistic Simplification Guide (LSG) to see
  suggested ways to simplify the language. The LSG
  also specifies the math/science language that
  must not be simplified.

12
2. Oral Translation

• A student may ask the test administrator to
  orally translate words, phrases, and sentences
  that the student does not understand. The test
  administrator is permitted only to give
  equivalent words. The test administrator must not
  define or explain any mathematical /scientific
  terms, concepts, or skills.

13
3. Reading Assistance

• The student may ask the test administrator to
  read aloud words, phrases, or sentences in the
  test question or answer choices that the student
  is having difficulty reading.Reading assistance
  is not allowed for mathematical /scientific
  symbols, numerals, or mathematical /scientific
  abbreviations in the test questions or answer
  choices.

14
4. Bilingual Dictionary

• Students may use a bilingual dictionary to find
  the translation of words they do not understand.
  Bilingual dictionaries that contain explanations,
  definitions, pictures, or examples of
  math/science terminology are not permitted.

15
5. Bilingual Glossary

• Students may use a locally developed bilingual
  glossary to find the translation of words they do
  not understand. The glossary must not include
  definitions, explanations, examples, or pictures
  that will aid students in understanding the
  math/science terms or concepts assessed. In the
  case of mathematical/scientific language, only
  native-language equivalents are allowed.

16
English and Spanish Tests Side by Side

• A Spanish-speaking student in Grades 3-6 may
  refer to both the English-version and
  Spanish-version LAT tests to enhance
  comprehension. If the student does not
  understand something in one language, the student
  may refer to it in the other language.

17
Nonallowable Accommodations

• The accommodations used must not include
  explanations, definitions, pictures, gestures, or
  examples related to mathematical/scientific
  terminology, concepts, or skills assessed. Such
  accommodations would invalidate test results.

18
Activity

• On the chart tablet write the two accommodations
  for indirect linguistic support
• On the chart tablet list and explain the 6
  Linguistic Accommodations for Math and Science
• Present to the group

19
Type 1 Linguistic Simplification

• A student may ask the TA to say in simpler
  language what a test question is asking. TA may
  provide assistance using simpler words, pictures,
  and/or gestures, as long as they do not define or
  explain mathematical/scientific terminology or a
  concept that the test question is assessing.

20
Type 2 Oral Translation

• At the request of the student, the test
  administrator may orally translate words,
  phrases, and sentences that the student does not
  understand. Whether translating from English to
  the native language for a student using LAT in
  English or from the native language to English
  for a student using LAT in Spanish, the TA is not
  permitted to define or explain mathematical
  /scientific terms, concepts, or skills. The test
  administrator is permitted only to give the
  equivalent word or words in the other language.

21
Type 2 OralTranslation
EXAMPLE

• Mrs. Juárez has a cylindrical pincushion
  with the net shown below. Use the ruler on the
  Mathematics Chart to measure the dimensions of
  the net in centimeters.
• Which is closest to the lateral surface area
  of the cylindrical pincushion?
• 3.0 cm²
• 6.3 cm²
• 9.4 cm²
• 12.6 cm²

22
Type 3 Reading Assistance

• At the request of the student, the test
  administrator may read aloud words, phrases, or
  sentences in the test question or answer choices
  that the student is having difficulty reading.
  Reading assistance is allowable regardless of
  whether the student is using the English version,
  Spanish version, or both versions of LAT.
• Reading assistance is not allowed for
  mathematical symbols, numerals, or mathematical
  abbreviations in the test questions or answer
  choices.

23
Type 3 Reading Assistance
EXAMPLE

• The Milky Way galaxy has about
• 200,000,000,000 stars. How is this
• number written in words?
• A. Two hundred thousand
• B. Two hundred million
• C. Two hundred billion
• D. Two hundred trillion

24
Type 4 Bilingual Dictionary

• Word-for-word bilingual dictionaries.
• Students may use a bilingual dictionary to
• find the translation of words they do not
• understand. Bilingual dictionaries that
• contain explanations, definitions, pictures,
• or examples may not be used.

25
Type 4 Bilingual Dictionary
EXAMPLE

• In 1998 the enrollment at a community
  college was approximately 2500 students, In 2002
  the enrollment had increased to 3250 students.
  If the enrollment continue to increase at this
  rate, what is a reasonable projection of
  enrollment for 2010?
• 4750
• 5750
• 6250
• 9000

26
Type 5 Bilingual Glossary
Students may use a locally developed bilingual
glossary to find the translation of words they do
not understand. The glossary must not include
definitions, explanations, examples, or pictures
that will aid students in understanding the
mathematical/scientific terms or concepts
assessed. In the case of mathematical
/scientific language, only native-language
equivalents are allowed.
27
Type 5 Bilingual Glossary
EXAMPLE

• The blueprint dimensions for a newly
  constructed house are proportional to the houses
  actual dimensions. On the blueprints the houses
  foundation measures 75 centimeters long by 40
  centimeters wide. If the houses foundation
  measures 15 meters long, what is the foundations
  actual width?
• 8 m
• 28.2 m
• 50 m
• 200 m

28
Type 6 English and Spanish Tests
Side by Side

• A Spanish-speaking student in Grades 3-6 may
  refer to both the English-version and
  Spanish-version LAT Math tests (Grade 5 for
  Science) to enhance comprehension. If a student
  does not understand something in one language,
  the student may refer to it in the other language.

29
Type 6 English and Spanish Tests
Side by Side
EXAMPLE
Micaela compró una docena de empanadas en la
panadería. Cómo puede encontrar el costo de 1
empanada? A. Multiplicando el costo de una
docena por 12 B. Sumando el costo de una docena
12 veces C. Dividiendo el costo de una docena
entre 12 D. Restando el costo de una docena de
12

• Mika bought a dozen cupcakes
• from the bakery. How can she
• find the cost of 1 cupcake?
• A. Multiply the cost of a dozen by 12
• B. Add the cost of a dozen12 times
• C. Divide the cost of a dozen by 12
• D. Subtract the cost of a dozen from 12

30
Side by Side
EXAMPLE

• Which of these best describes all the
• numbers on the hearts? Mark your
• answer.
• They are all odd numbers.
• They are all multiples of 3.
• They are all 2-digit numbers.
• They are all greater than 14.

• Cuál respuesta describe mejor todos los números
  que tienen los corazones? Marca tu respuesta.
• Todos son números impares.
• Todos son múltiplos de 3.
• Todos son números de 2 dígitos.
• Todos son mayores que 14

13
15
16
16
15
13
31
TIPS

• It is highly recommended that mathematical/scienti
  fic terms and concepts be explicitly taught in
  the math/science classroom
• It is highly recommended that teachers work
  collaboratively in order to promote mathematical
  /scientific terms and concept development in all
  content areas in order to ensure students
  understand these terms
• Remember, mathematical/scientific terms cannot be
  defined, put into simpler language, explained,
  etc.

32
Part 5

• Additional
• Guidelines

33
5. Additional Guidelines

• For the LEP-exempt student, the Spanish and
  English versions may be used together or they may
  be used alone with other linguistic
  accommodations.
• The LPAC will decide whether the student will
  test in English or Spanish, or whether the
  student will refer to both versions.

34
5. Additional Guidelines Contd.

• When a student will refer to both English and
  Spanish LAT, the LPAC will designate and document
  which test the student will primarily refer to.
• LAT-tested students must not be in test rooms
  with other examinees.

35
5. Additional Guidelines Contd.

• It will be common to have individual or small
  group LAT administrations.
• Remember that only students who qualify for a
  LEP- exemption based on LPAC manual procedures
  are eligible for LAT testing.
• Only LAT-trained personnel may administer LAT.

36
5. Additional Guidelines Contd.

• It is critical that there is clear communication
  between the LPAC and the math/science teacher
• This communication should include notifying the
  teacher about the accommodations the LPAC is
  prescribing for specific students
• Teachers should be very familiar with those
  accommodations
• The accommodations must be part of routine
  classroom activities for those students.

37
Example 1
Translation
38
English and Spanish LAT Side by Side
Example 2
39
Practice 1
Translation
40
Practice 2
Bilingual Dictionary
41
Practice 3
Reading Assistance
42
Part 6

• Activity

43

• True or False?
• Reading Assistance
• A Test Administrator (TA) is permitted to read
  the numeral in the question
• above but is not permitted to read the
  numerals in the answer choices.

44
True or False? Translation 2. Before reading this
question aloud in English to a student who is
permitted to have translation assistance,
the TA thinks that it may help to remind the
student of the meaning of the words sailors,
submarine, and in a row in the students
native language. The TA is permitted to review
these words with the student before reading
the item aloud.
45
True or False? Simpler Language 3. Even though
in classroom instruction a teacher may sometimes
use the word corners to reinforce the
meaning of vertices, it would NOT be
appropriate to use this simpler word to explain
what vertices means in this test question.
46
Miss Carusos car travels an average of 22 miles
per gallon of gasoline. The gas tank holds 12
gallons. How would you find the number of miles
Miss Caruso can drive on 1 full tank of
gasoline? A Add the cars average mileage in
miles per gallon to the number of gallons the
tank can hold B Subtract the number of gallons
the tank can hold from the cars average mileage
in miles per gallon C Multiply the cars average
mileage in miles per gallon by the number of
gallons the tank can hold D Divide the cars
average mileage in miles per gallon by the number
of gallons the tank can hold
True or False? Reading Assistance/Simpler
Language 4. A student who is to receive the
accommodations of reading assistance and
simpler language asks for help to read and
understand the answer choices in this
question. The TA should tell the student that
words from the answer choices must not be
read aloud or simplified.
47
True or False? Bilingual Dictionary 5. A
Spanish-speaking student looks up scale factor
in a bilingual dictionary but finds several
Spanish equivalents for scale and several
Spanish equivalents for factor. The
student is unclear about the meaning of this
term and asks the TA for help. The TA was
told only that the student would be provided
with a bilingual dictionary. The TA should
respond that he cannot help the student with this
term.
48
True or False? Reading Assistance (Spanish
Version) 6. It is permitted for a TA to read the
fraction above the item and the decimals
in the answer choices to a LEP-exempt
student who will take just Spanish TAKS.
This student missed several years of
school in his home country and still has
difficulty reading numbers.
49

• Questions and Answers???

50
The End
For additional information Bilingual/ESL
Program Region One Education Service
Center Phone [phone] TEA http//www.tea.sta
te.tx.us/assessment http//www.tea.state.tx.us/
student.assessment/admin/calendar/