MID YEAR LPAC REVIEW AND LEP TAKS EXEMPTIONS

TRAINING

AGENDA What’s new LPAC responsibilities for Mid-year

review and assessment LEP Exemptions and Scenarios Program Improvement

suggestions Forms and Documents Questions

MULTILINGUAL STAFF

Irma Rohatgi – Program Director Jennifer Alexander – Manager –

Bilingual/ESL programs Terrie Armstrong – Team Leader Randal Jones – Special

Populations Program Specialist

LPAC RESPONSIBILITIES (MID-YEAR AND SPRING

ASSESSMENT)In January Determine language of end-of-year

assessments for TAKS and Stanford/Aprenda (Aprenda K-5)

Determine eligibility for LEP exmptions from TAKS in grades 3-11. If exempt, students in grades 3-8 and 10 must take LAT. LAT TAKS Reading (years 2-3) LAT TAKS Math (years 1, 2, 3) LAT TAKS Science (years 1, 2, 3, in

grade 5, 8 and 10) All LEP students in grades K-12, including

those with parent denials (waivers) must be assessed with TELAPAS.

Review the progress of students with parental denials

Continue to monitor progress of monitored students each grading period

Note: LPACs may exempt year 1 immigrant LEP students from Stanford /Aprenda who are determined to be non-literate at time of entry.

LPAC RESPONSIBILITIES CONTINUED

All decisions or actions must be documented.

Mid-Year minutes and LEP exemption forms should be kept in the LPAC binder.

LEP folder – Document all TAKS and TELPAS

decision in the folder Place LEP exemption forms in LEP

folder for students who met TAKS LEP exemption criteria

Review all monitored students each grading period.

Enter data into the LEP panel on Chancery.

WHAT’S NEW THIS YEAR? TELPAS – NEW INDICATOR

The English Language Learners Progress Indicator will be incorporated into the state rating system.

At least 60% of ELLs tested must meet the standard or progress criteria on their assessment for the campus or district to be rated recognized or exemplary.

The indicator includes current and monitored LEP students who are enrolled in at least their 2nd year in U.S. schools and who took at least one of the reading assessments (TAKS, TAKS accommodated, TAKS-M or TELPAS).

Performance is summed across grades for the All Students group only (minimum 30).

Campuses/districts may use Required Improvement criteria or exceptions to attain a higher rating.

TELPAS READING LEVELS – ANNUAL MEASURABLE

ACHIEVEMENT OBJECTIVES FOR TITLE III

The 4 Stair Steps- Beginning, The 4 Stair Steps- Beginning, Intermediate, Advanced, Intermediate, Advanced, Advanced HighAdvanced High

Goal: Grow at least 1 level per Goal: Grow at least 1 level per yearyear

Reach advanced level the Reach advanced level the year before the student year before the student takes the English TAKStakes the English TAKS

WHAT’S NEW CONTINUED -ADMINISTERING IPT EARLY

Discovery – Some students who could have potentially exited last year were not given the IPT.

If students have met the 2 criteria for exiting, schools must make every effort to administer the IPT before the end of the year.

Start IPT testing in April to potential candidates.

ASSISTING STUDENTS WITH THE IPT

Areas of concern – 1. Recalling details2. Retelling stories3. Saying numbers in sequence4. Speaking in complete sentences5. Irregular plurals (mouse, mice)6. Forming irregular past tense (go,

went)7. Seasons and holidays related to

U.S. culture

NCLB REQUIREMENTS – STATE AND DISTRICT GUIDELINES

o NCLB regulations requires states to include LEP students in K-12 state assessments and to report progress annually

o Adequate Yearly Progress ( AYP) is determined by participation and/or performance based on :o Reading/language artso Matho Graduation rates (HS only)o Attendance rates (ES and MS only)

o State assessments include: TAKS, TAKS accommodated, TAKS –

modified, TAKS alternative TELPAS (K-12) LAT TAKS reading (yr. 2-3), math

(years 1,2, 3), science (years 1-3) (science results not part of AYP)

ALL LEP students including students with waivers must take TELPAS all sections.

ADEQUATE YEARLY PROGRESS (AYP

PARTICIPATION) READING & MATH (GRADES 3-8 & 10)

All LEP students – 95% or higher participation rate is required for reading and math

Passing standard – 2010-2011- 80% for reading and 75% for math

LEP students have same passing standard as other students

If LEP-exempt: From TAKS reading - TELPAS will be

used to calculate participation in year 1 and LAT TAKS reading will be used to calculate performance and participation in years 2 and 3.

From TAKS math – LAT TALS math will be used to calculate participation in year 1 and performance and participation for years 2 and 3.

From TAKS science – LAT science will be given in years 1, 2, and 3 but does count for AYP

AYP also uses 1st and 2nd year monitored students in LEP participation and performance indicators

THE LPAC’S ROLE REGARDING TAKS/TELPAS

The LPAC shall: Determine if LEP students will

take English or Spanish TAKS (based on program and language of instruction)

Determine if any LEP student may be exempt from TAKS using state/district guidelines

Document all exemptions carefully in the LEP folder

Identify and monitor instructional interventions provided to the student

THE LPAC’S ROLE REGARDING TAKS/TELPAS

CONTINUED

Determine if any 11th or 12th grade LEP student may postpone Exit level TAKS (LEP students who enroll)

Ensure that all LEP students in grades K – 12 are assessed with TELPAS including students with parent denials (W-H).

Participate in ARDs when making TAKS or TELPAS decisions for LEP students receiving special education services

DIRECT ACCOMMODATIONS

Reading – bilingual dictionary, English dictionary, reading aloud word or phrase Reading aloud entire test item Oral translation of a word or phrase Clarification of a word or phrase

Math and Science Linguistic simplification Oral translation Reading assistance Bilingual dictionary Bilingual glossary English/Spanish test side by side

(Spanish available in grades 3-5) Direct accommodations must be

documented. Forms may be found on the Multilingual website.

INDIRECT LAT ACCOMMODATIONS

These accommodations are built into testing procedures and do not have to be documented for each student.

Accommodation Math/Science Reading /ELA

Clarification of test directions

Yes Yes

Student requested breaks

Yes Yes

Testing over 2 days

Yes

2010-2011 TAKS/TELPAS GUIDELINES

All students enrolled at time of TAKS must be accounted for on a TAKS answer document whether they will be actually testing or not.

Grades 3-10 – Two to three maximum LEP exemptions for eligible immigrant students

Grades 11-12 – Exit level TAKS – One time LEP postponement applies to eligible immigrant LEP students (who have been in U.S. schools for less than 12 months) for first testing opportunity only.

All LEP students K-12 served in Bilingual/ ESL programs as well as students on waivers must take the TELPAS. In rare cases, it may be necessary for the ARD committee to exempt a LEP student who receives special education services from one or more TELPAS domains (LSRW)

TAKS/TELPAS GUIDELINES CONTINUED

Students are expected to demonstrate one level of growth on the TELPAS for every year of school participation.

Students who are LEP exempt from TAKS reading (year 1) must take the TELPAS reading for AYP participation. Students who are LEP exempt from TAKS reading (years 2-3) must take LAT TAKS reading for AYP.

Students who are LEP exempt from TAKS math (year 1) must take the LAT TAKS math for AYP participation. Students who are LEP exempt from TAKS math (years 2-3) must take LAT TAKS math for AYP.

Students who are LEP exempt from science take LAT TAKS science (5th, 8th, 10th), years 1, 2, 3. Does not count for AYP.

ASSESSMENT ENTRY DATA IMPACTING AYP

Used district student ID # instead of student PEIMS #

Did not input LAT accommodations Did not administer TELPAS to all LEP

students or follow procedures for students who withdrew during testing window

Did not enter TELPAS “years in U.S. schools” in e-measurement

Did not enter rater information for section B (collaboration) by selecting : Yes, No or No domains rated

Did not complete the e-measurement process (must see green check when all data entered)

Did not respond to request from Student Assessment Dept. to correct/ complete data entry

LPAC DECISION #1 : ADMINISTER THE TAKS IN ENGLISH OR SPANISH?

TAKS is given in the language of instruction for reading and math.

Spanish TAKS is available in grades 3, 4, 5.

All content areas shall be tested in the same language.

If LEP exempt, the student is exempt for all subjects.

Students must take English TAKS after they have taken Spanish TAKS for 3 years OR if they have exhausted the 3 year combination of either TAKS exemptions or Spanish TAKS. (Absences from a test cannot be excluded from the 3 year count.)

BILINGUAL/ESL PROGRAM PLACEMENT AND LANGUAGE

OF TESTINGBilingual/ ESL

programGrade level Language

of Testing

Traditional (Y-B) 3rd grade Spanish

Traditional (Y-B) 4th – 5th grade

(recent arrivals)

Spanish

Traditional (Y-P) 3rd (pilot group), 4th –

5th grade

English

Developmental (Y-D)

3rd – 4th grade

Spanish

Developmental (Y-D)

5th – 8th grade

English

Two- Way (Y-T, N-T)

3rd – 4th grade

Spanish

Two-Way (Y-T, N-T)

5th – 12th grade

English

ESL (Y-E) 3rd – 12th grade

English

LPAC DECISION #2: TAKE TAKS OR IS THE STUDENT

LEP EXEMPT?

The LPAC must review 2 sets of criteria in determining which students (grades 3-10) are eligible for a LEP exemption from TAKS.

General criteria Specific criteria- Based on type

of program as well as number of years in U.S. schools

NOTE: The LPAC must have documentation in the student’s LEP folder and LPAC binder to demonstrate that the he/she meets all of the exemption criteria.

GENERAL CRITERIA: MUST MEET THE FOLLOWING

#1 – LEP status

Identified as LEP

Identification Process: HLS, testing, LPAC..

Evidence in LEP folder

#2 Type of

program

Served in Bilingual/ESL

program

Program Placement, parent permission for service...evidence in

folder

#3 – TAKS immigrant

status

At some point in his/her history, the student has resided outside U.S. for at least 2 consecutive

years

Different definition of immigrant than PEIMS. Country of birth and # of years in U.S. school are not used to determine TAKS immigrant status

#4 – Years in

U.S. school

In yr. 1, yr. 2 or yr. 3 of enrollment in U.S. school (partial years

count as full years...counting

begins at 1st grade)

Year 1 - entered U.S. school AFTER 8-1-08. Year 2 - entered U.S. school AFTER 8-1-07Year 3 - entered U.S. school AFTER 8-1-06

#5 – TELPAS reading

Has not yet received a rating of “

advanced high” in yr. 1 (for yr. 2

exemption) or “advanced” or

“advanced high” in yr. 2 for yr. 3

exemption on the TELPAS reading

Review last years TELPAS reading

SPECIFIC CRITERIA – STUDENTS RECEIVING SPANISH READING/LA

INSTRUCTIONThings to consider for LEP exemption from

Spanish TAKS: Year 1 in U.S. school (possible LEP

exemption) Schooling outside of U.S. – Did child

receive foundations of learning measured on TAKS?

Instructional interventions? Current year’s progress?

Year 2 in U.S. school – (possible LEP exemption) Schooling outside of U.S. – Was there

extensive interruption? (must have documentation in folder)

Instructional interventions? Current year’s progress?

Year 3 in U.S. school (no exemption)

SPECIFIC CRITERIA- LEP STUDENTS IN

BILINGUAL/ESL PROGRAMS RECEIVING ENGLISH R/LA

INSTRUCTIONThings to consider for LEP exemption from

English TAKS: Year 1 in U.S. school (possible LEP

exemption) Schooling outside U.S.? Did child

receive foundations of learning measured on TAKS?

Instructional interventions? Current year’s progress

Years 2-3 in U.S. schools – (possible exemption) Schooling outside of U.S. ? Did

extensive absence/interruption result in limited achievement/literacy?

Instructional interventions? Effect of current year’s progress LPAC must document limited

schooling It’s possible that a student could take

Spanish TAKS in year 1 or 2 but be exempt for English TAKS in year 2 or 3.

EXEMPTIONS FOR LEP/ SP.ED.

LEP special ed. students may be LEP exempt by either the LPAC (if he/she qualifies) or the ARD committee in a collaborative decision.

A LEP exemption is based on limited English proficiency and allowed only if the student meets both general and specific criteria.

An ARD committee exemption is based on the students special education needs or disabilities.

All exemptions: must be coded on TAKS answer

documents must be coded in permanent record,

LPAC minutes and Chancery SIS.

LPACS MAY NOT GRANT A LEP EXEMPTION FROM TAKS

FOR ANY LEP STUDENT WHO:

Does not meet general and specific criteria

is not served in a bilingual or ESL program (i.e. a LEP student in regular ed. or with a parent denial)

receives special education but not bilingual or ESL services (I-M code).

DEFINITIONS OF ASYLEE & REFUGEE

An asylee is an individual who has been granted asylum under federal law.

A refugee is “any person who is outside any country of such person’s nationality... And who is unable or unwilling to return...because of persecution or a well-founded fear of persecution on account of race, religion, nationality, membership in a particular social group or political opinion.”

An unschooled asylee or refugee is a student who has a visa issued by the US Dept. of State with a Form I-94 that is stamped “Asylee”, “Refugee” or “Asylum” and, as a result of inadequate schooling outside the U.S. , the LPAC has determined that he/she lacks the necessary foundation of essential knowledge and skills mandated by the state curriculum.

ASYLEE OR REFUGEE STATUS STUDENTS

Unschooled LEP refugee/asylee students in year 4 or 5 may have their test scores excluded from state performance ratings

Students with “unschooled LEP asylee/refugee” status may be exempt for a period of up to 5 years. During this time they should take the LAT if they are LEP exempt.

After year 3, refugee and asylee students must take the appropriate TAKS test.

In year 4 and 5 a code will be used on the TAKS answer document to signal that the student is not to be included in TEA accountability.

LPAC DOCUMENTATION OF LEP TAKS EXEMPTIONS

The LPAC must document into the LEP folder: If the student is taking the TAKS in

English or Spanish If the student is LEP exempt and

taking LAT (mat,h reading & science) a completed form entitled “LPAC

Documentation for grade 3-10 LEP Exemption from TAKS & grade 11 exit level postponement from TAKS” Make sure students meet both the

general as well as specific exemption criteria

Document instructional interventions that will be used for TAKS exempt students

Place form both in the student’s LEP folder and a copy in the LPAC binder.

LEP TAKS EXEMPTION SUMMARY FORM 2009-2010

School: _______________ Region: ___________________ Campus/Dept. number :________

LPAC Member Names: Signatures of LPAC Members: ____________________ ___________________________ ____________________ ___________________________ ____________________ ___________________________ ____________________ ___________________________ Date(s) of Spring Assessment Review Meeting(s): ______________________________________________________ The LPAC reviewed __________________ LEP students and found that ____________ LEP students met exemption criteria and are taking the exemption. All required TAKS Exemption Forms have been completed and are located in each student’s LEP folder. LPAC Chairperson Name: ______________________________________________ LPAC Chairperson Signature: ______________________________________________

Fax to: Multilingual Department 713-556-6980

To Jennifer Alexander (Due: February 15, 2009)

EXEMPTION SCENARIO #1 DOES RICARDO QUALIFY ?

LEP in ESL in 5th grade Receiving English/ESL R/LA Born in Guatemala Entered U.S. school in 1st grade

(bilingual program) Took TELPAS reading in 3rd grade

and scored “intermediate” Was in Mexico during the last

half of 4th grade so did not take TELPAS reading or Stanford

Scored 15% on Stanford reading in 3rd grade

EXEMPTION SCENARIO #2 –DOES ADELA QUALIFY?

LEP in ESL program – 7th grade Receiving English ESL R/LA Entered HISD schools in 6th grade Born in US...family moved to El

Salvador and returned when she was in 4th grade

Was in bilingual program in 4th grade in Colorado... In ESL 5th grade in New Mexico

Took TELPAS reading in 6th grade- scored ‘Intermediate”

Scored 29% on Stanford reading in 6th grade

EXEMPTION SCENARIO #3DOES LORI QUALIFY?

LEP in ESL 11th grade Born in Korea...lived in Korea

until she entered US schools in 10th grade

Exempt from English TAKS in 10th grade

Took TELPAS reading in 10th grade – scored “Intermediate”

Scored 19% on Stanford in 10th grade

EXEMPTION SCENARIOS 4 & 5

DO THEY QUALIFY?

Does Enrique qualify? LEP in bilingual program – 3rd

grade Receiving Spanish R/LA Born in the U.S. Never lived outside of U.S....visits

family in Mexico on holidays Never taken TELPAS readingDoes Nancy qualify? Is in 4th grade in a traditional Pre-

exit program (Y-P) Born in Mexico Came to HISD in 3rd grade Took Spanish TAKS Scored “beginning level on

TELPAS reading

WHAT ELEMENTARY SCHOOLS CAN DO TO IMPROVE STUDENTS’ ENGLISH

PROFICIENCY Facilitate teacher analysis of test data to

determine student needs Train all teachers on 2nd language

acquisition & use of ESL modifications Include daily opportunities for L, S, R, W. Use adequate instructional materials

(adoptions, supplemental, visuals, realia, technology)

Monitor to see that teachers are providing challenging instruction

Include appropriate English books in classroom libraries

Provide early and appropriate intervention Implement recommendations in the ESL

Frameworks document Ensure that LEP students mix with

mainstream students for ancillary time Maximize teacher’s English proficiency Campus administrators must monitor ESL

instruction in all bilingual/ESL classrooms

WHAT SECONDARY SCHOOLS CAN DO TO IMPROVE STUDENTS’

ENGLISH PROFICIENCY Establish and monitor LEP student

identification/placement process Inform all teachers concerning the LEP

status and ESL levels for their students Ensure that the correct ESL course is

scheduled – no more than 2 English proficiency levels in 1 class

Provide additional ESL course(reading) Implement Sheltered Instruction (SIOP)

for all content area classes Facilitate teacher analysis of test data

to determine student needs Provide opportunities for collaboration

between content teachers and ESL staff Train all teachers concerning 2nd

language acquisition, use of ESL modification and literacy development

Increase opportunities for students to practice oral language skills

Use appropriate instructional materials (i.e. adoptions, supplmental, visuals, tech.)

QUESTIONS

LEP TAKS EXEMPTIONS & LEP TAKS EXEMPTIONS & MID-YEAR LPAC REVIEW MID-YEAR LPAC REVIEW

FORMS FORMS