Title: LPAC ASSESSMENT UPDATE
1LPAC ASSESSMENT UPDATE
2 Procedural Manual for 2007-2008
35 Major Topics of the LPAC Assessment Manual
- 1.Determining student needs
- 2.Providing instructional interventions
- 3.Monitoring student progress
- 4.Making assessment decisions
- 5.Maintaining necessary documentation
Page i
4Table of Contents
LPAC Decision-Making Process for the Texas
Assessment Program
- Overview
- Giving TAKS in English or Spanish
- LEP Exemptions and LAT
- Exit Level LEP Postponement
- Student Examples
- Documentation Requirements
- Using Test Results to Monitor Progress
- LEP Students Served by Special Education
- FAQs
- Appendices
5Lets Begin
Overview Pages 1-10
6Components of the Texas Assessment Program
- TAKS
- TAKS (Accommodated)
- TAKSM
- TAKSAlt
- LAT
- TELPAS
Pages 2-4
7Role of the LPAC
- In order for the LPAC to implement the testing
requirements, committee members must - adhere to the provisions in this manual,
- monitor student progress and determine
appropriate instructional interventions, - make assessment decisions on an individual
student basis, - function as a committee to make assessment
decisions, - document assessment decisions, instructional
interventions for exempted students, and - document the reason for each exemption in the
students permanent record file.
8 TAKS in English or Spanish Pages 11-13
9Giving TAKS in English or in Spanish
LPACs are responsible for deciding whether
nonexempt Spanish speakers in grades 36 will
take TAKS in English or Spanish, in accordance
with the following rules.
10Rules
- Spanish TAKS may be taken for 3 years.
- Years of LEP exemption plus Spanish TAKS may not
exceed 3. - Years of taking Spanish TAKS are counted in terms
of years of TAKS administrations. That is, grades
1 and 2 dont count because TAKS is not
administered in these grades.
11Language Appropriateness
- Decisions about whether to give TAKS in English
or Spanish are guided by - the language of the studentsinstruction, and
- the language in which the student is best able
to demonstrate academic skills. - The decision to administer TAKS in Spanish or
English may vary by subject area. - Page 13
12Exemption Criteria
LEP Exemptions Pages 14-34 LAT Administrations Pag
es 35-44
13TermsCategories 1 and 2
- Category 1 Immigrant LEP students in Spanish
bilingual programs in grades 36 - Category 2
- Other immigrant LEP students
- in grades 310
14The 5 General Exemption Criteria
- 1. LEP Status
- 2. Program Participation
- 3. TAKS Immigrant Status
- 4. Years in U.S. Schools
- 5. RPTE Rating
Page 15
15Categories 1 and 2
The specific exemption criteria for these
students are in different sections of the manual.
- Category 1 pages 18-25
- Category 2 pages 26-34
16Exemption Flow Chartsreinforce that students may
not be exempted unless
- they meet all 5 general criteria AND
- they entered U.S. with insufficient schooling, as
defined by their category and years inU.S.
schools AND - their progress is unsatisfactory as of spring
testing despite interventions AND - LPAC attributes lack of progress to schooling
outside U.S.
17LPAC Decision-Making Process
- Step 1. Review schooling outside U.S.
- Step 2. Determine and monitor
instructional interventions - Step 3. Examine current years progress
- Step 4. Make and document assessment
decision
18Summaries of Exemption Criteria
- A 1-page list of all exemption criteria for
students in each category is provided. - For category 1, see page 25.
- For category 2, see page 34.
19Special Circumstances
- Would an exemption ever be permitted for
- a student who took TAKS last year in error?
- an elementary student who took Spanish TAKS last
year while in a bilingual program but switched to
a district this year where only an ESL program is
offered?
20Linguistically Accommodated
Testing (LAT)
21LAT Science
NEW!
- If youre familiar with LAT math, implementing
LAT science in grades 5, 8, and 10 will be a
breeze. The accommodations and testing procedures
are the same.
22LAT Scheduling for TAKS
See LAT TAKSM schedule information next slide
23Schedule Differences for LAT Administrations of
TAKSM
- LAT TAKSM for Reading/ELA, Gr. 3, 5, 8, 10
- To be conducted on March 4, date of regular
TAKSM testing - Other LAT TAKSM Grades and Subjects
- May be conducted on regular TAKSM schedule or
on LAT schedule for TAKS (local decision)
24LAT Eligibility
- Eligibility criteria for math/science vs.
reading/ELA differ somewhat. - LAT math and science
- Given to all LEP-exempt students whether it is
their 1st, 2nd, or 3rd school year in the U.S. - LAT reading and ELA
- Given to 2nd and 3rd year LEP-exempt immigrants
- NOT given to 1st year LEP-exempt immigrant
25What about LAT and SSI?
- Students assessed with LAT math and reading are
not subject to SSI test requirements. - They do not retake SSI tests if they are not
successful.
26LAT Accommodations
27Determining LAT Accommodations
- Multiple accommodations are often appropriate.
- Decisions must be based on the individual needs
of the student and whether the accommodations are
used routinely in instruction and testing. - LAT administrations of TAKS vs. LAT
administrations of TAKSM differ somewhat. Pages
4142 and slides 8488 outline the key TAKSM
differences.
28Allowable LAT Accommodations for Math and Science
29Allowable LAT Accommodations for Reading/ELA
There are exceptions regarding dictionary use for
LAT administrations of the WRITING sections of
grade 10 ELA. See page 39 of the LPAC manual for
details.
302-Day LAT Reading/ELA Administrations of TAKS
- The administration directions in the LAT test
administrator manual for TAKS specify a fixed
stopping point for the end of Day 1. - For LAT reading, a student may use an English
version or Spanish version TAKS test in grades
36, but not both.
31How LAT for TAKSM Differs from LAT for TAKS
- March test schedule LAT administrations of
TAKSM for grades 3, 5, 8, and 10 reading/ELA
will occur on March 4, the date of the regular
TAKSM administration. All other LAT
administrations of TAKSM may be conducted on the
LAT schedule (see slide 74) or on the regular
TAKS/TAKSM schedule (i.e., mathematics on
Tuesday, reading on Wednesday, science on
Thursday).
32How LAT for TAKSM Differs from LAT for TAKS
- Two-day administration of reading/ELA
- A two-day LAT administration of TAKSM for
reading/ELA is optional, not required. The ARD
committee in conjunction with the LPAC should
determine in advance whether to provide a two-day
administration. - An Accommodation Request Form is not required if
the LAT administration of TAKSM reading/ELA is
given over 2 days. - See the trainer notes with this slide for
information about where to stop the test on Day 1.
33How LAT for TAKSM Differs from LAT for TAKS
- Test booklets Regular TAKSM test booklets are
used for LAT administrations. (Tests used for LAT
administrations of TAKS say LAT on the booklet
cover.) - Test administrator (TA) manuals Rather than
using the LAT TA manual for TAKS, TAs who provide
LAT administrations of TAKSM will refer to LAT
information in the appendix of the regular TAKSM
TA manual. The appendix includes student
scenarios and TAKSM sample items to exemplify
how to provide the linguistic accommodations.
34How LAT for TAKSM Differs from LAT for TAKS
- LAT TAKSM accommodations for math and science
- Linguistic simplification guides are not provided
for LAT administrations of TAKSM. TAs may,
however, simplify the language on the test at the
request of the student in accordance with the
specified guidelines for students who receive
this accommodation. - Spanish versions of TAKSM are not available.
Hence, they are not available for LAT
administrations of TAKSM, nor is the
accommodation of using English and Spanish tests
side by side.
35How LAT for TAKSM Differs from LAT for TAKS
- LAT TAKSM accommodations for reading/ELA
- The accommodation of reading entire test items
aloud applies only to the grade 10 ELA revising
and editing section. It does not apply to the
subject area of reading at any grade because the
test items are read aloud to all students taking
TAKSM as a standard part of the administration.
LPAC and ARD committees do not need to consider
whether to provide this assistance as a LAT
accommodation. - English and bilingual dictionaries are allowable
linguistic accommodations during LAT
administrations of TAKSM for the grade 10 ELA
revising and editing section. (These resources
are not permitted for LAT administrations of this
portion of TAKS grade 10 ELA.)
36Planning for LAT Administrations
37Planning for LAT Administrations
- Planning for LAT involves
- determining and documenting accommodations
- determining the need for individual vs.
small group LAT administrations - identifying and training appropriate LAT
test administrators - identifying test locations
Note the LAT Administration Planning Rosters on
pages 43-44.
38 Exit Level LEP Postponement Pages 45-48
39Commissioners Rules
- The LEP postponement rule is found in the
commissioners rules in the Texas Administrative
Code (TAC), Section 101.1005. - (see TAC link in Appendix A, page 97)
40Exemption vs. Postponement
- LEP exemptions apply to grades 310 TAKS.
- The LEP postponement applies to exit level TAKS.
41Exit Level LEP Postponement
- May be granted for the initial exit level
administration of a LEP student who first
enrolled in U.S. schools no more than 12 months
prior to the administration of the exit level
tests from which the postponement is sought.
42LEP Postponement Documentation
- LEP status
- Program participation
- Length of time in U.S. schools
- Evidence of inadequate foundation of learning
outside U.S. - Instructional interventions
- Evidence of insufficient progress by spring
- (see pages 46-47 and sample form on page 48)
43Documentation Requirements for Exempted
Students Pages 53-69
44Required Documentation
- Required documentation includes
- records indicating all 5 general exemption
criteria met - evidence of insufficient schooling outside U.S.
- description of instructional interventions
- evidence of insufficient progress by spring of
year - reason for exemption
See page 54
45TAKS Immigrant Status
- The TAKS definition of immigrant differs from
the PEIMS definition. - TAKS definition A student who hasresided
outside the 50 U.S. states for at least 2
consecutive years at some point in his or her
history.
46Years in U.S. Schools
- For TAKS exemptions and TELPAS data collection,
enrollment in a U.S. school for all or part of a
school year counts as 1 year.
47Insufficient Schooling Outside U.S.
- For all exempted students, evidence of an
inadequate foundation of learning outside U.S.
must come from - assessments from state-approved list, or
- informal assessments
48 Instructional Interventions
- LPACs are required todescribe the instructional
interventions that are being implemented to
target the individual educational needs of
immigrant students for whom an exemption is
necessary.
49Definition
- Instructional intervention
- assistance that is designed to accelerate the
progress of a struggling learner and that
requires carefully targeted, individualized
instruction in class and, in many instances,
beyond the classroom.
50InstructionalInterventions Form
- See form A-103 of the manual for a sample form
for documenting instructional interventions for
students in grades 310. -
51Insufficient Progress by Spring
- Evidence may come from
- ongoing informal assessments (inventories and
checklists) - OR
- teacher reviews of class performance
52Reasons for Exemption
- The reasons
- are provided in the manual
- are to be referenced in documentation (form
A-101)
See list on page 64
53LEP Students Served by Special Education Pages
80-85
54Provisions for LEP StudentsServed by Special
Education
- LPAC and ARD committees must work in conjunction
when making and documenting assessment and
accommodation decisions.
55Provisions for LEP StudentsServed by Special
Education Assessing Academic Achievement
- See
- chart with assessment guidelines for students who
are not LEP-exempt (pp. 81) - LEP exemption information (pp. 82-83)
- LAT information (pp. 82-83)
56Provisions for LEP StudentsServed by Special
Education Assessing English Language Proficiency
- See
- participation guidelines for TELPAS reading,
grades 212 (p. 84) - participation guidelines for TELPAS holistically
rated assessments (p. 85)
57Texas State Bilingual/ESL ProgramsTEC 29.056
- Internet Resources
- Bilingual/ESL Brochures
- Framework for the LPAC Process Manual
- Title III Information
- Presentations
- Links to laws/rules
- http//www.tea.state.tx.us/curriculum/biling/
- http//www.tea.state.tx.us/student.assessment/admi
n/rpte/index.html
57
58Revised Commissioners Rules
- Newly adopted Title 19 (TAC) Chapter 89.
Adaptations for Special PopulationsSubchapter
BB. Commissioner's Rules Concerning State Plan
for Educating Limited English Proficient Students
are located on the following URL - http//www.tea.state.tx.us/rules/tac/chapter089/ch
089bb.html
58
59Chapter 89 Revisions
- Chapter 89 revisions related to how LPACs and ARD
committees work in conjunction apply to
assessment and accommodation decisions for LEP
students served by special education.
59
60Bilingual/ESL RulesTexas Education Code
(TEC)Texas Administrative Code (TAC)
- TAC 89.1201
- Every student with a home language other than
English shall have a full opportunity to
participate in bilingual or ESL education
programs - Programs shall use instructional approaches
designed to meet the special needs of LEP
students - TEC 29.051
60
61Bilingual/ESL Rules
- TAC 89.1205
- Districts are required to offer Bilingual
Education or ESL programs as required - TAC 89.1207
- Districts unable to offer required bilingual
programs shall request an exception from TEA - Districts unable to offer required ESL programs
shall request a waiver from TEA - TEC 29.054
61
62 - Providing Appropriate Services to Students
Enrolled in Special Education Programs who are
also Identified as Students with Limited English
Proficiency (LEP)
62
63Bilingual/ESL Rules
- TAC 89.1220(g)
- Language Proficiency Assessment Committee (LPAC)
- Designates language proficiency, level of
academic achievement and initial instructional
placement - Facilitates participation in other special
programs - TEC 29.063(c)(d)
63
64Bilingual/ESL Rules
- TAC 89.1230
- Districts shall implement procedures which
- differentiate between language proficiency and
handicapping conditions - Ensure that placement in bilingual/ESL programs
is not refused solely because the student has a
disability - TEC 29.056(f)
64
65Individuals with Disabilities Education
Improvement Act(IDEA 2004)
- 34 Code of Federal Regulations (CFR) 300.39
- Special education means specially designed
instructionto meet the unique needs of a child
with a disability - Internet Resources
- http//idea.ed.gov/explore/home
- http//dww.ed.gov/
65
66IDEA 2004
- 34 CFR 300.320
- Individualized Education Program (IEP)
- A written statement that includes
- Present level of academic achievement and
functional performance - Measurable annual goals
- A description of how progress will be measured
and - Special education and related services to be
provided to enable appropriate advancement
towards achieving annual goals
66
67ARD and LPAC Committee Collaboration
- ARD committee needs the LPAC to help identify
potential language barriers in the evaluation
process - LPAC needs the ARD committee to help identify
disabilities that may be barriers in the language
assessment process
67
68ARD and LPAC Committee Collaboration- Entry
- TAC 89.1225(f)(4)
- The admission review and dismissal (ARD)
committee in conjunction with the language
proficiency assessment committee shall determine
an appropriate assessment instrument and
designated level of performance for indicating
limited English proficiencyfor students for whom
those tests would be inappropriate as part of the
individualized education program (IEP). The
decision for entry into a bilingual education or
English as a second language program shall be
determined by the ARD committee in conjunction
with the language proficiency assessment
committee
68
69(Exit)
89.1225. Testing and Classification of Students.
- (k) The ARD committee in conjunction with the
language proficiency assessment committee shall
determine an appropriate assessment instrument
and performance standard requirement for exit
under subsection (h) of this section for students
for whom those tests would be inappropriate as
part of the IEP. The decision to exit a student
who receives both special education and special
language services from the bilingual education or
English as a second language program is
determined by the ARD committee in conjunction
with the language proficiency assessment
committee in accordance with applicable
provisions of subsection (h) of this section.
69
70ARD and LPAC Committee Collaboration- Exit
- TAC 89.1225(k)
- The ARD committee in conjunction with the
language proficiency assessment committee shall
determine an appropriate assessment instrument
and performance standard requirement for exitfor
students for whom those tests would be
inappropriate as part of the IEP. The decision to
exit a student who receives both special
education and special language services from the
bilingual education or English as a second
language program is determined by the ARD
committee in conjunction with the language
proficiency assessment committee
70
71ARD and LPAC Committee Collaboration
- The ARD committee and the LPAC must work
collaboratively - Timeline challenge
- Initial Placement
- Bilingual/ESL timeline 4 weeks
- TAC 89.1225(g)
- Special Education 90 days
- CFR 300.301(c) and 300.323
- Exit Decision
- End of the year
- TAC 89.1225(h)
71
72ARD and LPAC Committee Collaboration
- The work
- Determine appropriate participation
- Assessments for entry and exit
- Design appropriate instruction
- Formative assessment
- Benchmarks/Progress Monitoring
- Determine how instruction will be provided
- Measure effect of instruction based on annual
goals
72
73The IEP--- Scenario 1
- ARD committee and LPAC identify bilingual/ESL
goals in the students IEP - Both committees need to collaborate to
- Design appropriate specially designed instruction
- Determine who will provide the specially designed
instruction - Determine how progress will be measured
73
74The IEP--- Scenario 2
- ARD committee and LPAC do not identify
bilingual/ESL goals in the students IEP - Student not identified as LEP
- Both committees need to collaborate
- Ensure that the student is making appropriate
progress towards achieving annual goals
74
75The IEP ---Scenario 3 4
- ARD committee and LPAC exit a student from
bilingual/ESL services - Student is making appropriate progress towards
annual goals - Use guidance documents from BISD
- Both committees need to reconvene
- Determine whether the student should be
re-identified as LEP or should receive
additional support services if in his 2 year
follow up he is not making progress.
75
76Assessments for Students Served by Special
Education
- TAKS
- TAKS (Accommodated)
- TAKSM
- TAKSAlt
There are no more LDAA options.
76
77TAKS (Accommodated)
- TAKS includes a form called TAKS (Accommodated)
for students served by special education who meet
the eligibility requirements for certain specific
accommodations. The TAKS (Accommodated) form
includes format accommodations and contains no
embedded field-test items. TAKS (Accommodated)
will be in - Grades 39 reading
- Grades 310 and exit level math
- Grades 4 and 7 writing
- Grade 10 and exit level English language arts
(ELA) - Grades 5, 8, 10, and exit level science
- Grades 8, 10, and exit level social studies
77
78TAKSModified (TAKSM)
TAKSM is an alternate assessment based on
modified academic achievement standards and is
designed for students served by special education
who meet participation requirements. TAKSM
covers the same grade-level content as TAKS, but
TAKSM tests have been modified in format and
test design. Test questions are simplified to
make them more accessible by students with
special needs. TAKSM is not available in
Spanish.
- The 2008 TAKSM field tests
- will include
- Grade 9 reading
- Grade 9 and 11 math
- Grade 11 ELA
- Grade 11 science
- Grades 8, 10, and 11 social studies
- The 2008 TAKSM operational tests will include
- Grades 3-8 reading
- Grade 10 ELA
- Grades 3-8 and 10 math
- Grades 5,8, and 10 science
78
79TAKSAlternate (TAKSAlt)
- TAKSAlt is an alternate assessment based on
alternate academic achievement standards and is
designed for students with significant cognitive
disabilities who meet participation requirements.
It is not a traditional paper-pencil or
multiple-choice test. TAKSAlt involves teachers
observing students as they complete
teacher-designed activities that link to the
grade-level TEKS curriculum. Teachers then score
student performance using the TAKSAlt rubric and
submit results and documentation through an
online instrument. - TAKSAlt is
administered for
- Grades 39 reading
- Grades 311 mathematics
- Grades 4 and 7 writing
- Grades 10 and 11 ELA
- Grades 5, 8, 10 and 11 science
- Grades 8, 10, 11 social studies
79
80What about LEP-exempt recent immigrants served by
special education?
- These students will take
- LAT administrations of TAKS
- LAT administrations of TAKSM
- This group of students is very small. Few
students served by special education are recent
immigrants.
81Exemptions from TELPAS on the Basis of a
Disability
- In rare cases, a LEP student served by special
education may qualify for an ARD exemption (score
code of X) from TELPAS on a domain-by-domain
basis. - This exemption is now termed ARD Decision in
test administration materials. - The ARD and LPAC committees must collaboratively
make these decisions. - The LPAC must document the reason for the
decision in the students permanent record file,
and the ARD committee must document it in the
students IEP.
82What about LEP-exempt recent immigrants served by
special education?
- These students will take
- LAT administrations of TAKS
- LAT administrations of TAKSM
- This group of students is very small. Few
students served by special education are recent
immigrants.
83What about LAT and TAKSAlt?
- There are no LEP exemptions from TAKSAlt.
Therefore, there is no LAT process for TAKSAlt. - LEP exemptions are not necessary for TAKSAlt
because students taking TAKSAlt may be assessed
in a linguistically appropriate manner through
activities that may or may not be language
dependent.
84LPAC and ARD Committee Collaboration
- 19 TAC Chapter 89 revisions effective this school
year require ARD committees and LPACs to work in
conjunction to make decisions for ELLs served by
special education. - The collaboration isnt new, but is strengthened.
84