Domain 2: Competency 7

Question 1

Assessment purposes

Answer 1

• diagnosis
• program evaluation
• proficiency
• instructional guides

Question 2

Formal assessment

Answer 2

standardized tests and individually administered tests used to identify special learning needs (reliable and valid)
-have data which support the conclusions made from the test. Usually referred to as standardized measures. Standardized measure are both reliable and valid.

Question 3

Informal assessment

Answer 3

Also called authentic- teacher-made tests, checklists, anecdotal observations, student work samples

• clear and concise
• (also called Authentic or Alternative) are not data driven but rather content and performance driven. Informal assessment should have learning expectations, criteria for achievement and have variety for student learning styles.

Question 4

STAAR

Answer 4

Academic Development
-Encompasses STAAR (paper and online), STAAR Spanish, and STAAR Alternative 2 (only available for students with qualifying disability-related needs)
All accommodations are found on TEA’s Accommodations Resources web page
LPAC* STAAR decision making for linguistic accommodations based on:
Second language acquisition
Individual needs
Routine-use in classroom
Decision made with input from teacher
LPAC STAAR Decision Making Guide for assistance with STAAR related accommodations

Question 5

TELPAS

Answer 5

Language Development
-Annual assessment of ELs language proficiency in listening, speaking, reading and writing
Use continuum - Beginner, Intermediate, Advance, and Advanced High
Grades K-1 include holistic rating
Grades 2-12 include multiple choice, holistic rating, and computer-based assessments
Grades 2-12 writing assessment is authentic and includes five writing samples written during the year

Question 6

LPAC Testing for Identification, Placement, and Exit

Answer 6

Language Proficiency Assessment Committee

Texas Education Code Section 29.063 outlines the language proficiency assessment committee (LPAC) of districts who are required to offer bilingual or special language programs. Each LPAC includes a professional bilingual educator, a professional transitional language educator, a parent of a LEP student and a campus administrator.

Identification-

• PreK-1st grade - Oral Language Proficiency Test (OLPT)
• 2nd-12th grade - OLPT and Norm-referenced tests

Placement-
PreK-1stgrade -meet criteria on OLPT and parent approval
2nd-12th grade - meet criteria on OLPT or norm-referenced test and parent approval