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Frequently Asked Questions
19 TAC §101. Assessment, Subchapter AA. Commissioner’s Rules Concerning the What can I reference as to the appropriate testing of LEP students with the Reading Proficiency Test in English (RPTE)? The 2004 District and Campus Coordinator Manual and the LPAC Decision Making Manual for the Texas Assessment Program provide detailed information on testing appropriate students, administration of the RPTE test, and frequently asked questions about RPTE. These resources and additional information about the RPTE and the assessment of English language learners are available from the TEA’s Student Assessment website at: www.tea.state.tx.us/student.assessment/teachers.html by clicking on “RPTE/LEP Resources”.
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Do LEP students continue to take the RPTE evem after they achieve the “advanced high” level? Yes, the federal government wants us to use RPTE, not TAKS, to report the highest level of English language proficiency. Federal NCLB regulations also require that all LEP students are assessed annually in English language proficiency (ELP) in reading (as well as listening, speaking, and writing) until they are no longer LEP. Therefore, LEP students who reach the advanced high level on RPTE but do not meet exit criteria will take RPTE the following year. The simple rule to remember is that LEP students take both the RPTE and Texas Observation Protocol (TOP), regardless of their performance as long as they are designated as LEP and have not been exited from the bilingual/ESL program. Is Linguistical Accomodations Testing (LAT) available only for students exempted from the English TAKS? LAT is not just for students exempted from the English TAKS. Students eligible for a LEP exemption from the Spanish TAKS under state policy following LPAC manual procedures, are also eligible for LAT. This information is in the LEP Student Assessment Update document which is posted on the Student Assessment website at: http://www.tea.state.tx.us/student.assesment/admin/rpte/index.html and clicking on “Update on LEP Student Assessment.” Are LEP students who score at the intermediate level on TELPAS required to take the TAKS test? An RPTE score of intermediate is not in and of itself used to require TAKS in English the following year. Time in U.S. schools is another criterion. An immigrant who has been in U.S. schools for longer than three years is not eligible for a LEP exemption from TAKS under any circumstances, regardless of their RPTE score. Some immigrants who have been in U.S. schools longer than three years do have RPTE scores of intermediate and even beginning. By law, however, there is no possibility for a LEP exemption after the third school year of enrollment in U.S. schools. Schools are expected to teach immigrants enough English by their fourth school year in the U.S. to get them beyond the beginning and intermediate levels of ELP. Is Subchapter 89 BB. Commissioner’s Rules Concerning State Plan for Educating
When will there be a new adoption of ESL textbooks for students in grades kindergarten through grade 8? For information regarding the textbook adoption please go to the Textbook Division website at: www.tea.state.tx.us/textbooks/ Where can I find a list of the state adopted instructional materials for bilingual and ESL programs? The Texas Education Agency currently has available a publication titled Instructional Materials Current Adoption Bulletin. The bulletin may be purchased through the Division of Publications (512/463-9744) or viewed from the TEA website at: www.tea.state.tx.us/textbooks/ Where on the TEA website can I locate the law and rules concerning bilingual education programs?
Where can I find information regarding Title III of No Child Left Behind? A clearinghouse for information and USDE guidance on this important national legislation, statewide letters concerning the implementation of the statute, and links to specific program areas are available at: www.tea.state.tx.us/nclb/ When and where will the Title III Management Institute be conducted? Details regarding the location and dates of the annual Title III Management Institute are available at: www.tea.state.tx.us/curriculum/biling/ by clicking on “Title III Information”. This institute addresses topics such as: English language development standards, model Title III programs, staff development opportunities, teacher preparation programs, accountability for student achievement, language proficiency assessments, parental notification requirements and adequate yearly progress requirements in Title III and Title I Where can I find resources for bilingual education or ESL? Resources for bilingual/ESL education are available at: www.tea.state.tx.us/curriculum/biling/ by clicking on the link entitled “TEA Sponsored Resources.” Must a school district submit a Bilingual Education Exceptions/Waivers for English as a Second Language form every school year? What if our status does not change from one year to the next? Yes, districts and charter schools must report to the agency by October 1st of every school year the status of their teacher recruitment effort for the bilingual education and/or ESL programs. A district is required to submit at least one of the following three forms: Assurance of Bilingual/ESL Program Compliance, Request for Exception to the Bilingual Education Program along with the Assurance Form and/or Request for Waiver for English as a Second Language Program along with the Assurance Form. These forms may be downloaded at: www.tea.state.tx.us/curriculum/biling/ by clicking on “Bilingual/ESL Exceptions and Waivers”. Where can I get a copy of the List of State Approved Tests for Assessment of Limited English Proficient Students? A list may be accessed at: www.tea.state.tx.us/curriculum/biling/ by clicking on the link entitled “List of Approved Tests for LEP students.” Can limited English proficient students be retained if they have not mastered the Texas Essential Knowledge and Skills (TEKS) for that grade in English? No. In assessing students who are LEP for mastering the TEKS, districts should make every effort to allow students to demonstrate knowledge or competency independent of their English language skills. These efforts should include assessment in the primary language, assessment utilizing ESL methodologies, and non-verbal assessment with multiple varied instruments. If LEP students cannot demonstrate mastery of the TEKS in English, should they be retained until they learn sufficient English? No. The district is required to modify the instruction, pacing, and materials to ensure that limited English proficient students have a full opportunity to master the essential knowledge and skills of the required curriculum. Students participating in the bilingual education program may demonstrate their mastery of the essential knowledge and skills in either their home language or English (19 TAC §89.1210(a)). |