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English Language Learners (ELL) Progress Indicator
Frequently Asked Questions

(posted December 3, 2010)

About the Indicator

1.   Q: What is the English Language Learners (ELL) Progress Indicator?

A: The ELL Progress Indicator evaluates the progress of English language learners in attaining proficiency in reading in English based on their performance on either Texas Assessment of Knowledge and Skills (TAKS) reading or the reading component of Texas English Language Proficiency Assessment System (TELPAS).

This indicator was constructed for use in the state accountability rating system. It is used under both Alternative Education Accountability (AEA) procedures and standard procedures.

See the 2009-10 AEIS Glossary, Appendix H for a detailed description of the methodology for this indicator and for the assessment results used.

2.   Q: Which students are included in the ELL Progress Indicator?

A: The indicator includes current and monitored limited English proficient (LEP) students who are enrolled in at least their second year in U.S. schools, and who took at least one of the following reading assessments: TELPAS reading component, TAKS, TAKS (Accommodated), or TAKS-Modified (TAKS-M). Students tested on the TAKS-Alt assessment are not included in the results used for the ELL Progress Indicator. No results for students tested on TAKS-Alt assessments are included, even if they also take the reading component of TELPAS.

A monitored LEP student is a student in his/her first or second year after exit from LEP status, as coded on their TAKS answer document.

3.   Q: What TELPAS grade levels are used for the ELL Progress Indicator?

A: Grades 3-11 are used for both the specified TAKS assessments and the TELPAS assessment. Grade 3 is the earliest grade from which results will be used in determining if a student has met the TELPAS passing standard. For students in grade 3 who previously took the reading component of TELPAS as 2nd graders, their grade 2 result will be used to determine if they improved one level over their 2nd grade result.

4.   Q: Which assessments are included in the ELL Progress Indicator?

A: The assessments used for this indicator are reading/ELA in grades 3-11 in English on TAKS, TAKS (Accommodated), and TAKS-M; and, the TELPAS reading component in grades 3-11. TAKS-Alt assessment results are not included in the ELL Progress Indicator.

5.   Q: How many years is the ELL Progress Indicator based on?

A: The TELPAS progress criteria are based on two years of TELPAS reading results and the criteria vary depending on years in U.S. schools and whether the student is a first time or previous TELPAS tester. Only current year performance is evaluated for the TAKS reading test. See the table below for more information.

6.   Q: What performance is required to meet the criteria for this indicator?

A: Students meet the criteria for this indicator either by:

1)   Meeting the Passing Standard on the TAKS/TAKS (Accommodated)/TAKS-M;

OR

2)   Meeting the TELPAS criteria.

TELPAS criteria vary depending on years in U.S. schools and whether the student is a first time or previous TELPAS tester. See TELPAS criteria below.

7.   Q: What are the TELPAS criteria?

A:

TELPAS Criteria

1st time tester

Previous tester

1st Year in U.S. Schools

Not Evaluated

Not Evaluated

2nd Year in U.S. Schools

Intermediate or higher

At least one level higher than the previous year or Advanced or higher

3rd Year in U.S. Schools

Advanced or higher

Advanced or higher

4th or more years in U.S. Schools

Advanced High

Advanced High

Monitored LEP students first or second year after exit from LEP status

N/A
(Only TAKS evaluated.)

N/A
(Only TAKS evaluated.)

8.   Q: What are the TELPAS criteria for a student in his/her 2nd year in U.S. schools?

A: Using the table shown in the answer to question 7, above, students in their 2nd year in U.S. schools who previously took the reading component of the TELPAS need only score one level higher than they did on the previous year test. For example, a student who scored Beginning the prior year and scored Intermediate in the current year would contribute to the numerator of this indicator. However, a previous tester in their 2nd year who scored Intermediate in the 1st year would need to score Advanced or higher in their second year.

9.   Q: The standard a student must attain depends on how many years they have been in the US. What does that mean for a third grader who came to us in kindergarten?

A: The number of years in U.S. schools for a third grader who has been in the U.S. since kindergarten is three. A student with three years in U.S. schools would need to attain a level of Advanced or higher on the TELPAS reading, or meet the standard on the TAKS reading assessment.

See the 2011 District and Campus Coordinator Manual (DCCM), Texas English Language Proficiency Assessment System (TELPAS), page 288.

10.   Q: How is progress on TELPAS reading determined for 3rd graders?

A: A third grader’s progress on TELPAS reading is evaluated by comparing their 2nd grade TELPAS reading result with their 3rd grade TELPAS reading result.

11.   Q: Will the TELPAS criteria for the first time testers and previous testers remain the same for the 2010-11 school year?

A: Yes, the TELPAS criteria for first time testers and previous testers are outlined in Appendix H of the 2009-10 AEIS Glossary. The criteria are the same as were published in the 2008-09 AEIS reports.

12.   Q: For students who take both a TELPAS reading test and one of the specified TAKS reading tests, which result will be used?

A: Both are evaluated (if both are in the accountability subset) and the best result is used. In other words, if students meet the criteria on either test they take, the student counts in the numerator.

13.   Q: Are students tested on the Spanish version test included in the ELL Progress Indicator?

A: No. Test results for the Spanish versions of TAKS or TAKS (Accommodated) are not included in the ELL Progress Indicator. If a student takes the reading component of the TELPAS and also takes a Spanish version of the TAKS reading test, that student’s TELPAS results are still evaluated for this indicator even though the Spanish TAKS results are not included. TAKS-Alt tested students are treated differently. None of their results are included, even if they also take TELPAS reading.

14.   Q: Are students tested on the Linguistically Accommodated Testing (LAT) included in the ELL Progress Indicator?

A: No. Test results for the LAT versions of TAKS or TAKS-M are not included in the ELL Progress Indicator. If a student takes the reading component of the TELPAS and also takes a LAT version of the TAKS reading test, that student’s TELPAS results are still evaluated for this indicator even though the LAT TAKS results are not included.

15.   Q: How does the Student Success Initiative (SSI) affect the ELL Progress Indicator?

A: For grades 5 and 8, both the first and second administration results for TAKS, TAKS (Accommodated), and TAKS-M are used.

16.   Q: How is the accountability subset determined for the ELL Progress Indicator?

A: The indicator includes TAKS reading test results for students who were enrolled in the district/campus in the fall and tested in the same district/campus in the spring.

The indicator includes the reading TELPAS results for students who were enrolled in the district/campus in the fall and tested in the same district/campus in the spring.

The TELPAS subsets and TAKS subsets are determined independently. Whichever results meet the subset rules are included in the indicator.

About the Use of the ELL Progress Indicator in State Accountability Ratings

17.   Q: When will the English Language Learners (ELL) Progress Indicator be integrated into the state accountability rating system?

A: The ELL Progress Indicator will be incorporated in the state accountability ratings system in 2011. It will be evaluated as a separate indicator at the “All Students” level only—meaning this indicator is not evaluated by the three ethnic student groups or by economically disadvantaged student group. See Question 2 above for details on which students are included in the indicator. This indicator will be evaluated under both Alternative Education Accountability (AEA) procedures and standard accountability procedures. 

See Chapter 18, Preview of 2011 and Beyond of the 2010 Accountability Manual for more details.

18.   Q: What are the accountability standards for this indicator in the state accountability system?

A: Under standard accountability procedures at least 60% of ELL students tested must meet the standard or the progress criteria on their assessment in order for the campus or district to be rated Recognized or Exemplary.

Under AEA procedures at least 55% of ELL students tested must meet the standard or the progress criteria on their assessment in order for the campus or district to be rated AEA: Academically Acceptable. For 2011 AEA ratings, if the ELL Progress Indicator is the only cause for an AEA: Academically Unacceptable rating, then the AEC or charter is assigned the AEA: Academically Acceptable label. This “AEA ELL Progress Provision” applies only to the ELL Progress Indicator under AEA procedures in 2011.

19.   Q: What is the minimum student group size for the ELL Progress Indicator?

A: Performance is summed across grades. A minimum size of at least 30 students (in the denominator of the calculation) is required under both AEA and standard procedures for the indicator to be evaluated. The economically disadvantaged, Hispanic, African American, White, and Economically Disadvantaged student groups are not evaluated for this indicator.

20.   Q: If a campus or district does not meet the 60% standard, under standard procedures would their rating be Academically Acceptable?

A: Not necessarily. If the campus or district is evaluated on this indicator and does not meet the 60% absolute standard, the campus or district may be able to demonstrate Required Improvement (RI) or use the Exception Provision for this indicator. If neither of these additional features is successful, then the highest rating possible for the campus or district would be Academically Acceptable.

21.   Q: Can an exception be used if the ELL Progress Indicator is the only measure that prevents a campus or district from being rated as Recognized or Exemplary?

A: Possibly. The Exceptions Provision will be applied to the ELL Progress Indicator if specific criteria are met.

22.   Q: Will the Texas Projection Measure (TPM) be used in the ELL Progress Indicator?

A: No, TPM results are not included in this indicator.

23.   Q: Where is the ELL Progress Indicator reported?

A: The ELL Progress indicator has been reported at the campus, district, region, and state levels in the Academic Excellence Indicator System (AEIS) reports since 2008-09. The 2008-09 AEIS report provided performance on this indicator for both the 2007-08 and 2008-09 years. The 2009-10 AEIS report provides performance on this indicator for the 2008-09 and 2009-10 years.

Because the indicator will be used for accountability beginning in 2011, it will also be reported on the Accountability Data Tables beginning with the preview data tables released in July 2011.

24.   Q: Who can answer my questions about ELL policies and procedures?

A: Questions related to ELL identification and instruction policies and procedures should be directed to the Division of Curriculum, Bilingual and English as a Second Language (ESL) office at (512) 463-9581or via email at curriculum@tea.state.tx.us.

Questions about testing policies for LEP students or about the TAKS or TELPAS assessments should be directed to the Division of Student Assessment at (512) 463-9536 or via email at student.assessment@tea.state.tx.us.

For questions regarding the use of the ELL Progress Indicator in the state accountability system, contact the Division of Performance Reporting at (512) 463-9704 or via email at performance.reporting@tea.state.tx.us.

 


 
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