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Training on the LPAC Decision-Making Process for the Texas Assessment Program. Spring 2010 Testing. FINAL VERSION. 1. TEA trains ESCs ESCs train districts LPACs use manual to make spring 2010 testing decisions. 2. LPAC Decision-Making Process for the Texas Assessment Program.

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Training on the LPAC Decision-Making Process

for the Texas Assessment Program

Spring 2010 Testing




TEA trains ESCs

ESCs train districts

LPACs use manual to make spring 2010 testing decisions



LPAC Decision-Making Process for the Texas Assessment Program

Procedural Manual for 2009-2010


what s new this year
What’s New This Year?

Information on changes in assessment program as result of House Bill 3:

Elimination of grade 6 Spanish TAKS

Change in LEP postponement policy

Provisions for qualifying unschooled ELL asylees and refugees

Clarification regarding the LPAC’s role in making assessment decisions for non-LEP students in bilingual education programs


what s new this year5
What’s New This Year?

Clarified definitions of Categories 1 & 2

Updated LAT information

Updated state assessment results

Clarifications about assessing ELLs who receive special education services

Updated frequently asked questions

grade 6 taks tests no longer available in spanish
Grade 6 TAKS Tests No Longer Available in Spanish

Effective this school year

Category 2exemption criteria now apply to eligible grade 6 students in a Spanish bilingual education program because Spanish-version tests are no longer available


change in lep postponement policy
Change in LEP Postponement Policy

Minor change was made to exit level LEP postponement policy in 19 TAC, Section 101.1005

Rule was adopted and is effective for spring test administrations

LPAC manual has been updated to reflect final adopted rule


new provisions for unschooled ell asylees and refugees
New Provisions for Unschooled ELL Asylees and Refugees

Information is detailed in Appendix F

Provisions affect very small number of students

Provisions are effective for this spring’s testing

Separate PowerPoint on new provisions available on Student Assessment website at

New rules may be accessed at



clarified definitions of categories 1 2
Clarified Definitions of Categories 1 & 2

Category 1:

Immigrant ELLs in Spanish bilingual programs in grades 3–5 (for whom state assessments exist in both English and Spanish)

Category 2:

Immigrant ELLs in grades 3–10 in ESL programs

Immigrant ELLs in bilingual programs for whom native language assessment does not exist


updated lat information
Updated LAT Information

More information on relationship between linguistic accommodations in instruction and those available for LAT

LAT schedule change for grades 5 and 8 reading and math



spring 2009 statewide telpas results
Spring 2009 Statewide TELPAS Results

Results by years in U.S. schools for grades 3–12

K–2 results by grade



ells receiving special education services
ELLs Receiving Special Education Services

More information this year on how to

choose appropriate type of TAKS assessment for these students

make LEP exemption decisions for the small number who may be recent immigrants

ensure appropriate TELPAS participation



new faqs 10 and 11
New FAQs 10 and 11

Question 10 – whether ELLs enrolled since first grade are permitted to be administered TAKS in Spanish through grade 5

Question 11 – whether sixth-grade ELLs in Spanish bilingual programs are now required to take TAKS in English



new faq 18
New FAQ 18
  • Regarding the definition of “history” as it is used in the TAKS immigrant status criterion of the general exemption criteria



A Close Look at

the Manual

statutory authority
Statutory Authority

TEC, Section 39.027(e)

TEC, Section 39.023(m)


purposes of manual
Purposes of Manual

To help ensure that LPACs make consistent, informed assessment decisions

To increase awareness of second language learners’ educational needs


5 major topics of manual
5 Major Topics of Manual

1. Determining student needs

2. Providing instructional interventions

3. Monitoring student progress

4. Making assessment decisions

5. Maintaining necessary documentation


table of contents
Table of Contents


Giving TAKS in English or Spanish

LEP Exemptions and LAT

Exit Level LEP Postponement

Student Examples

Documentation Requirements

Using Test Results to Monitor Progress

ELLs Receiving Special Education Services




components of the texas assessment program
Components of the Texas Assessment Program


TAKS (Accommodated)





  • Be familiar with each component
  • Descriptions provided in Overview



Number of ELLs in Texas public schools has grown from about 570,000 in 2000-01 to over 800,000 in 2008-09

About 1 in 6 students in Texas public schools is an ELL

By 2025, 1 in 4 U.S. students is projected to be an ELL

federal requirements
Federal Requirements
  • States must assess all students in
  • Vast majority of ELLs in Texas take regular TAKS in English or Spanish
  • ELLs designated as LEP-exempt by Texas policy are assessed with LAT*
  • reading and math in grades 3–8 and 10
  • science in at least 1 elementary, 1 middle, and 1 high school grade
  • *First-year immigrants do not take LAT reading; are permitted to take just TELPAS reading test



ayp inclusion
AYP Inclusion

* = not evaluated for AYP (Adequate Yearly Progress)

  • Science: No science results used in AYP (hence, no LAT science results used)


annual measurable achievement objectives amaos
Annual Measurable Achievement Objectives (AMAOs)

Are specific to ELLs

Federally required accountability indicators for improving English language proficiency and academic achievement of ELLs

More information about AMAO indicators is in section titled Using State Assessment Results to Monitor Progress


rigorous standards
Rigorous Standards

Curriculum, assessment, and accountability requirements becoming more and more rigorous

Important to help growing ELL population meet higher standards



meeting needs of ells
Meeting Needs of ELLs

Learning challenging academic content along with a second language is not easy. Many ELLs are not able to succeed academically without promptand carefully targeted instructional support.


varying needs
Varying Needs

While some ELLs have an excellent academic foundation and knowledge of 2 or more languages, others may enter U.S. schools with no English and limited prior schooling.


effective instructional programs for ells
Effective Instructional Programs for ELLs —

focus on helping students excel rather than meet minimum expectations

help immigrants with adequate prior schooling “stay in step” academically as they learn English

intervene quickly to help students with insufficient prior schooling


3 educational goals

3 Educational Goals

Reinforced by Testing Requirements


goal 1
Goal 1

When needs are addressed promptly and effectively —

most ELLs enrolled since 1st grade will be able to meet TEKS requirements as measured by TAKS in English or Spanish by grade 3


goal 2
Goal 2

When needs are addressed promptly and effectively —

most immigrant ELLs in Spanish bilingual programs will be able to meet TEKS requirements as measured by Spanish TAKS in 1st year in U.S.


goal 3
Goal 3

When needs are addressed promptly and effectively —

most immigrant ELLs entering U.S. schools with little or no English or with limited prior schooling will be able to meet TEKS requirements as measured on TAKS by 3rd year in U.S.


lpac role

To fulfill state requirements, LPAC must

follow procedures in manual

monitor student progress and determine appropriate instructional interventions

make decisions on individual student basis

function as a committee

document decisions, instructional interventions for exempted students, and reason for exemption in student’s permanent record file



Decisions about Testing in

Spanish or English (Gr. 3–5)

language of testing
Language of Testing
  • LPACs responsible for deciding which Spanish-speaking ELLs in grades 3–5 take TAKS in English and which in Spanish
  • By lawSpanish TAKS may be taken for 3 years


counting years
Counting Years

Years of taking Spanish TAKS are counted in terms of years of TAKS administrations. Grades 1 and 2 don’t count because TAKS is not administered in these grades.


decision criteria
Decision Criteria

Decisions about whether to give TAKS in English or Spanishare guided by —

language of student’s instruction, and

language in which student can best demonstrate academic skills

Decision to administer TAKS in Spanish or English may vary by subject area


program differences
Program Differences

Spanish TAKS generally appropriate for students in bilingual programs receiving most academic instruction in Spanish

Language of instruction in ESL programs is English; however, Spanish TAKS may sometimes be appropriate for student in ESL program


non lep students in bilingual education programs
Non-LEP Students in Bilingual Education Programs
  • School districts may administer Spanish TAKS to a non-LEP student in a bilingual education program if the LPAC determines TAKS in Spanish to be the most appropriate measure of the student’s academic progress
  • A student may not be administered the Spanish-version assessment for longer than three years


non lep students in bilingual education programs41
Non-LEP Students in Bilingual Education Programs
  • This regulation
    • is specific to the role of the LPAC in making assessment decision
    • does not require the LPAC to conduct other types of LPAC meetings
  • Local documentation should be kept of the LPAC’s decision to administer the Spanish version of the test to the student



LEP Exemptions

LAT Administrations


commissioner s rules
Commissioner’s Rules

LEP exemption criteria based on commissioner’s rules in Texas Administrative Code (TAC), Chapter 101, Subchapter AA

TAC website link available in Appendix A


key terminology
Key Terminology

General exemption criteria

Specific exemption criteria

Category 1

Category 2


general exemption criteria
General Exemption Criteria

5 “record-keeping” criteria student must meet before LPAC can consider specific exemption criteria

The 5 criteria are:

1. LEP Status

2. Program Participation

3. TAKS Immigrant Status

4. Years in U.S. Schools

5. Grades 2–12 TELPAS Reading Rating


Relate to whether student has academic or linguistic difficulties stemming from schooling outside U.S.

Require LPAC to examine student’s

school experiences outside U.S.


progress by time of spring’s test administrations

Definitions:Specific Exemption Criteria


Category 1:

Immigrant ELLs in Spanish bilingual education programs in grades 3–5 (for whom state assessments exist in both English and Spanish)

Category 2:

Immigrant ELLs in grades 3–10 in ESL programs

Immigrant ELLs in bilingual programs but a native language assessment does not exist

Definitions:Categories 1 and 2


specific exemption criteria
Specific Exemption Criteria

Specific exemption criteria differ according to a student’s—


number of school years in the U.S.

Category 1 or 2?

Year 1, 2, or 3?


key differences
Key Differences

Next 5 slides show key differences in specific exemption criteria according to

exemption category

years in U.S. schools

  • Remember, specific exemption criteria relate to:
    • school experiences outside U.S.
    • progress by time of spring’s test administration


category 1 1st school year in u s
Category 1—1st School Year in U.S.

Insufficient schooling outside U.S. =

student was not provided foundation of learning outsideU.S. that Texas requiresat student’s enrolled grade


category 1 2nd 3rd school year in u s
Category 1— 2nd/3rd School Year in U.S.

Exemptions are rare. For these students, insufficient schooling outside the U.S. =

extensive absence of schoolingoutside U.S. in addition tolimited academic preparedness


category 1 determining progress by spring
Category 1: Determining Progress by Spring

For students determined to have had insufficient schooling outside the U.S., progress by spring =

progressing satisfactorily

in TEKS required at

student’s enrolled grade

(in either English or Spanish)


category 2 insufficient schooling outside u s
Category 2: Insufficient Schooling Outside U.S.

Insufficient schoolingoutside the U.S. =

an inadequate foundation

of learning outside the U.S.

in terms of knowledge of

English and/or academic skills


category 2 determining progress by spring
Category 2: Determining Progress by Spring

In student’s 1st school year in U.S. —LPAC considers both academic language proficiency in English and academic skills mastery

In student’s 2nd/3rd school years —LPAC considers only academic language proficiency in English


exemption flow charts by category and year reinforce that students must not be exempted unless
Exemption Flow Charts by category and year reinforce that students must not be exempted unless —

they meet all 5 general criteria; AND

they entered U.S. with insufficient prior schooling, as defined by their category and years in U.S. schools; AND

their progress is unsatisfactory as of spring testing despite interventions; AND

LPAC attributes lack of progress to schooling outside U.S.


lpac decision making process
LPAC Decision-Making Process

After general exemption criteria are met, LPAC uses a step-by-step process to examine specific exemption criteria and make assessment decisions

  • This section of manual —
  • reinforces and explains specific exemption criteria and decision-making process
  • emphasizes connection between need for exemption and need for accelerated, intensive instructional support


steps of decision making process
Steps of Decision-Making Process

Step 1. Review schooling outside U.S.

Step 2. Determine and monitor instructional interventions

Step 3. Examine current year’s progress

Step 4. Make and document assessment decision


exemptions and targeted instructional support
Exemptions and Targeted Instructional Support

Remember the connection between need for exemption and need for increased instructional support and monitoring


summing up
Students must meet all 5general exemption criteria to beeligible for exemption

Students must also meet all specific exemption criteria to be eligible for exemption

Summing Up


exemption criteria summary charts
Exemption Criteria Summary Charts

A 1-page list of allexemption criteria for students in each category is provided.

For category 1, see page 22

For category 2, see page 30



Unusual Circumstances

Not Covered in Manual


unusual exemption circumstances
Unusual Exemption Circumstances

What about —

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?

Continue 


unusual exemption circumstances63
Unusual Exemption Circumstances

Points to remember —

Such special circumstances are rare

Any error from a previous year must be explained thoroughly in documentation

All general and specific exemption criteria apply according to the student’s category and year in U.S. schools, and all documentation procedures still apply



unusual exemption circumstances64
Unusual Exemption Circumstances

Points to remember —

The LPAC must be confident that decision to exempt student who tested previously is not based more on school accountability concerns than appropriate measurement of student learning

Continue 


unusual exemption circumstances65
Unusual Exemption Circumstances

Points to remember —

It must be clear that decision toexempt was made on individual student basis (“blanket” decisions prohibited)

If student took Spanish TAKS last year, is in ESL program this year, and is in grade in which Spanish TAKS is an option, LPAC must document why Spanish TAKS is not more appropriate than exemption




Grades 3–8 and 10 Math, Reading, ELA

Grades 5, 8, and 10 Science

purpose of linguistically accommodated testing lat
Purpose of Linguistically Accommodated Testing (LAT)

To include students who are LEP-exempt under Texas policy in federally required testing in a way that enables them to better understand the language used on the tests

Effective this school year, students who are not LEP-exempt but who qualify for special assessment provisions as unschooled ELL asylees or refugees also take LAT. See Appendix F for more information.


allowable lat accommodations math and science
Allowable LAT Accommodations Math and Science

For LAT TAKS–M differences, see manual

allowable lat accommodations reading ela
Allowable LAT Accommodations Reading/ELA

Not all of these are allowable for LAT administrations of essay or revising and editing sections of grade 10 ELA. See manual for details.

spanish vs english version decisions in gr 3 5
Spanish vs. English Version Decisions in Gr. 3-5

LPACs need to decide if a Spanish-speaking LAT student in grades 3–5 will need English or Spanish version of test

For math and science, part of side-by-side accommodation decision is to indicate whether student will work primarily from English version or Spanish version


lat accommodations
LAT Accommodations

LAT accommodations are described in detail in 2009-2010 Accommodations Manual

Student scenarios useful for training on linguistic accommodations are included in LAT Test Administrator Manual

LAT for TAKS vs. TAKS–M differs somewhat. Page 35 of manual outlines TAKS–M differences


what about lat and ssi
What about LAT and SSI?

Students assessed with LAT math and reading not subject to SSI test requirements

They do not retake SSI tests if not successful


lat eligibility
LAT Eligibility

Eligibility criteria for math/science vs.

reading/ELA differ somewhat:

LAT math and science

Given to all LEP-exempt ELLs whether 1st, 2nd, or 3rd school year in U.S.

LAT reading and ELA

Given to 2nd and 3rd year LEP-exempt ELLs

NOT given to 1st year LEP-exempt ELLs

For unschooled asylee and refugee LAT eligibilityprovisions, see Appendix F of manual


lat accommodation decisions
LAT Accommodation Decisions

Documentation must be kept in student’s permanent record file

Multiple accommodations are often appropriate

Decisions must be based on individual needs of student and whether accommodations are used routinely in instruction and testing

Decisions require collaboration with subject-area teacher and testing coordinator

Decisions involve reviewing accommodations used in instruction


linguistic accommodations in instruction elps requirements
Linguistic Accommodations in Instruction – ELPS Requirements

19 TAC Chapter 74.4 (b)(2:

School districts must provide instruction in foundation and enrichment TEKS in linguistically accommodated (communicated, sequenced, and scaffolded) way commensurate with student's English language proficiency level to ensure that student learns TEKS

19 TAC Chapter 74.4 (c) says above each set of cross-curricular student expectations:

For ELL to meet grade-level learning expectations, all TEKS instruction delivered in English must be linguistically accommodated commensurate with student’s level of English language proficiency

Applies to all teachers, all TEKS…

linguistically accommodating instruction means appropriately
Linguistically accommodating instruction means appropriately…
  • communicatinginstruction
  • sequencinginstruction
  • scaffoldinginstruction
linguistic accommodations are
Linguistic accommodations are –

the heart and crux of the ELPS

an integral part of language learning and content instruction

not primarily about TAKS testing

lat schedule change gr 5 and 8 math reading
LAT Schedule Change:Gr. 5 and 8 Math & Reading

LAT math and reading tests for grades 5 and 8 (including LAT TAKS–M) to be given in mid-May with SSI retests

No early April LAT administrations!


Exit Level

LEP Postponement


revised postponement policy
Revised Postponement Policy

Postponement may be granted for exit level administrations if eligible immigrant ELL is within first twelve months in U.S. schools (no change)

Rule eliminates “one time only” and “initial administration only” restrictions

Rule requires student to have at least one opportunity to take exit level assessments before scheduled graduation date


lep postponement documentation
LEP 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 39–40 and sample form on page 41


6 student examples to review
6 Student Examples to Review
  • Alejandra Ruiz

Category 1, Year 1

  • María Dávila

Category 1, Year 2

  • Sergio Torres

Category 1, Year 3

  • René Robles

Category 2, Year 1

  • Wang Lung

Category 2, Year 2

  • Anna Hrgovcic

Category 2, Year 3


Documentation Requirements

For Exempted Students

required documentation
Required Documentation
  • 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
records signatures and forms
Records, Signatures, and Forms
  • Needed for exempted students
  • School records or parental verification needed for some criteria
  • LPAC and teacher signatures needed for other criteria
  • Sample forms provided
taks immigrant status
TAKS Immigrant Status
  • TAKS definition of immigrant differs from 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
years in u s schools
Years 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.

extensive absences of schooling outside u s
Extensive Absences of Schooling Outside U.S.

Extensive absences of schooling outside U.S. must be documented for exempted students in category 1 who are in second or third school year in U.S.

insufficient schooling outside u s
Insufficient Schooling Outside U.S.
  • For allexempted students, evidence of an inadequate foundation of learning outside U.S. must come from —
  • formal assessments on page 49 of manual
  • OR
  • informal assessments designed to measure academic preparedness required by the TEKS
instructional interventions
Instructional Interventions

Documentation: LPACs are required to describe instructional interventions implemented to target individual educational needs of immigrant students for whom exemption is necessary.


Instructional intervention =

assistance designed to accelerate progress of struggling learner and that requires carefully targeted, individualized instruction in class and, in many instances, beyond classroom

instructional interventions form
InstructionalInterventions Form

See page 52 of the manual for a sample form for documenting instructional interventions for students in grades 3–10.

insufficient progress by spring
Insufficient Progressby Spring
  • Evidence may come from —
  • Ongoing informal assessments (inventories and checklists)
  • OR
  • teacher reviews of class performance
reasons for exemption
Reasons for Exemption
  • The reasons—
  • are provided on page 57 of the manual
  • are to be referenced in documentation

Using Test Results to


using test results to monitor progress
Using Test Results to Monitor Progress

Schools should use TELPAS results in conjunction with TAKS results for instructional planning

understanding telpas reading tests for grades 2 12
Understanding TELPAS Reading Tests for Grades 2–12
  • Manual explains how TELPAS reading test differs from TAKS reading test
  • Understanding differences helps educators use results more effectively to impact teaching and learning
purposes of telpas
Purposes of TELPAS
  • To assess progress of LEP-exempt students
  • To indicate when LEP exemptions areno longer necessary
  • To monitor English language proficiency of Spanish TAKS examinees
  • To monitor English language proficiency of students not eligible for a LEP exemption who are struggling with English acquisition
telpas proficiency levels in a nutshell
TELPAS Proficiency Levels in a Nutshell
  • Beginning:Little or no ability to function in English in social and academic settings
  • Intermediate:Limited ability to function in English in social and academic settings; can understand and use simple language structures and high-frequency English in routine contexts
  • Advanced:Can handle grade-appropriate English, although ongoing linguistic support is needed to engage in grade-level academic tasks
  • Advanced high:Can handle grade-appropriate English with minimal linguistic support; limited English does not stand in the way of grade-appropriate academic instruction
what telpas results tell us
What TELPAS Results Tell Us
  • TELPAS ratings of beginning and intermediate indicate significantly limited ability to use English as medium for learning academic material
  • ELLs in U.S. schools 3 years or more whose academic instruction is in English and who are still at these levels need carefully planned, highlyintensiveinstructional interventions to accelerate English acquisition
what telpas results tell us105
What TELPAS Results Tell Us
  • ELLs at beginning or intermediate level are likely to have significant difficulty with English on tests such as TAKS
  • Low levels of English language proficiency can confound results on academic skill assessments
  • Other diagnostic assessments or inventories may be necessary to determine academic skill levels of these students
federal amaos
Federal AMAOs

AMAO 1: Progress in learning English – TELPAS

% of ELLs progressing by at least one proficiency level a year

AMAO 2: Attainment of English proficiency – TELPAS

% of ELLs reaching advanced high proficiency level

AMAO 3: Meeting AYP in Reading and Math – TAKS

Meeting AYP for LEP subgroup

AMAOs ― Annual Measurable Achievement Objectives

language domain weights in telpas composite ratings
Language Domain Weights in TELPAS Composite Ratings
  • AMAOs use TELPAS composite English language proficiency ratings, not individual language domain ratings
  • Chart shows weight of each language domain in composite ratings

These domain weights have been used since

2005-2006 but may change in the future.

telpas results in manual
TELPAS Results in Manual
  • Statewide performance summaries of progress from spring 2008 to spring 2009
  • Statewide performance summaries of attainment in spring 2009
Percent of ELLs Who Progressed At Least One TELPAS Proficiency Level from Spring 2008 to Spring 2009(Composite Ratings)
percent of ells at each telpas proficiency level spring 2009 composite ratings
Percent of ELLs at Each TELPAS Proficiency Level, Spring 2009(Composite Ratings)

B = Beginning

I = Intermediate

A = Advanced

H = Advanced High


3 12 ells percent at each telpas proficiency level in spring 2009 by years in u s schools
3-12 ELLs: Percent at Each TELPAS Proficiency Level in Spring 2009by Years in U.S. Schools



Provisions for ELLs Receiving

Special Education Services

state assessments
State Assessments
  • TAKS
  • TAKS (Accommodated)
  • TAKS–M
  • TAKS–Alt
  • LAT

Spanish versions included in gr. 3–5

role of lpac and ard committees
Role of LPAC and ARD Committees
  • Work in conjunction to make assessment and accommodation decisions
  • Pool expertise related to special education and second language acquisition to:
    • evaluate student needs
    • implement testing requirements

Supporting documentation must be kept in student’s permanent record file (for LPAC) and student’s IEP (for ARD committee).

provisions for ells receiving special education services
Provisions for ELLs Receiving Special Education Services
  • Use this manual in conjunction with TEA ARD committee manual posted earlier in school year

Title of manual: ARD Committee Decision-Making Process for the Texas Assessment Program: Revised Reference Manual for the 2009–2010 Testing Year


taks special education assessments
TAKS Special Education Assessments
  • Determine appropriate assessment type using decision-making criteria in ARD manual. These criteria are disability-related, not related to second language acquisition:
    • TAKS
    • TAKS (Accommodated)
    • TAKS–M
    • TAKS–Alt


additional ell provisions
Additional ELL Provisions
  • Once assessment type is identified, consider the following ELL provisions, as applicable, in accordance with LPAC manual decision-making criteria:
    • Spanish-version testing in grades 3–5
    • LEP exemptions in grades 3–10 and LAT provisions in designated grades and subjects
    • Exit level LEP postponements


if additional ell provisions do not apply
If Additional ELL Provisions Do Not Apply

When the additional ELL provisions do not apply, the assessment requirements are the same as for other students receiving special education services.


lpac manual section titled choosing the appropriate assessment
LPAC Manual Section Titled Choosing the Appropriate Assessment

Read this 2-page section carefully to be clear on how to fulfill special education and ELL assessment requirements for ELLs receiving special education services.


lep exemption criteria
LEP Exemption Criteria

Exemption criteria that reference TEKS or TAKS should be interpreted in accordance with student’s IEP and whether student meets TAKS, TAKS (Accommodated), or TAKS–M participation criteria


lat administrations for ells served by special education
LAT Administrations for ELLs Served by Special Education
  • ELLs served by special education who meet TAKS or TAKS (Accommodated) participation requirements in ARD manual and qualify for LAT take LAT administrations of TAKS
  • Those who meet TAKS–M participation requirements in ARD manual and qualify for LAT take LAT administrations of TAKS–M
  • LAT grades and subjects are –
    • Grades 3–8 and 10 reading/ELA and math
    • Grades 5, 8, and 10 science


telpas participation decisions
TELPAS Participation Decisions
  • In rare cases, the ARD committee in conjunction with the LPAC may determine that it is not appropriate for an ELL receiving special education services to participate in a TELPAS assessment for reasons associated with the student’s particular disability.
  • Decisions must be made on a domain-by-domain basis.
  • The decision is indicated as “ARD Decision” in student’s TELPAS record.

The frequently asked questions on pages 79-85of the manual provide a quick way to find answers.

contact information
Contact Information
  • E-mail address:
  • TEA Student Assessment Division phone number: 512-463-9536
  • This manual and PowerPoint are posted in the “ELL Assessment Information” section of the TEA Student Assessment Division website.