Bilingual/ESL Frequently Asked Questions

Assessment:

1. Where can I locate information on TAKS exemptions for limited English Proficient students?

19 TAC §101. Assessment, Subchapter AA. Commissioner’s Rules Concerning the Participation of Limited English Proficient Students in State Assessments lists the criteria that must be met for a limited English proficient (LEP) student to be exempted from the TAKS. These rules are on the TEA website at: www.tea.state.tx.us/student.assessment/admin/rpte/. This site includes the Commissioner’s Rules Concerning the Participation of LEP Students in State Assessments.

2. 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”.

3. Do LEP students continue to take the RPTE even 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.

4. Is Linguistical Accommodations 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.assessment/admin/rpte/index.html and clicking on “Update on LEP Student Assessment.”

5. Are LEP students who score at the intermediate level on RPTE 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.

6. 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.”

7. How many times can a LEP student be exempted from taking the TAKS test?

LEP students in grades 3-10 must meet five general exemption criteria before an LEPC may consider the need for a LEP exemption from TAKS: LEP status, program participation, TAKS immigrant status, years in U.S. schools, and RPTE rating. The LPAC must have documentation in the student’s permanent record folder indicating that the student meets all five of these criteria. For additional clarification, please refer to p. 16 of the LPAC assessment manual.

8. Who is eligible to take the Spanish TAKS?

The Spanish version TAKS is available for students in grades 3-6 receiving Spanish instruction in Math, Reading, Writing and Science.

9. Can a student with a parent denial be considered for exemption from TAKS?

No. To qualify for an exemption LEP students must be participating in a state-approved bilingual or ESL program.

Resources:

10. Is Subchapter 89 BB. Commissioner’s Rules Concerning State Plan for Educating Limited English Proficient Students translated into Spanish?

Yes. Dr. Patricia Morales from ESC Region 6 in Huntsville translated the rules and they are available through the ESC Region 6 website at: www.esc6.net

11. 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/

12. 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.us/textbooks/

13. Where on the TEA website can I locate the law and rules concerning bilingual education programs?

The laws and rules concerning bilingual education programs in Chapter 29 of the Texas Education Code are available at: www.tea.state.tx.us/curriculum/biling/ and clicking on “TEC 29.051 – 29.064.”

Rules on bilingual education programs from Subchapter 89 of the Texas Administrative Code can be accessed from the same location as detailed above by clicking on: “Commissioner’s Rule.”

14. Where can I find information regarding Title III of No Child Left Behind (NCLB)?

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/

15. 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.”

Instruction:

16. 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.

17. What criteria are used to determine if a bilingual student is ready for transitioning?

Please refer to p. 70 of the Bilingual/ESL Manual.

18. 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)).

19. How can we ensure that LEP students are instructed in academic areas in order to be promoted?

English as a Second Language (ESL) strategies, which may involve the use of the student’s home language, may be provided in any of the courses or electives required for promotion or graduation to assist the limited English proficient students to master TEKS for the required subject(s). The use of ESL strategies shall not impede the awarding of credit toward meeting promotion or graduation requirements. (19 TAC 89.1210(f)).

LPAC:

20. Who are the required members of the ESL LPAC?

The state requires one or more professional personnel (administrator or ESL teacher) and a parent of a LEP student participating in the program. However, PISD requires both the administrator and ESL teacher along with the parent member.

21. Who are the required members of the Bilingual LPAC?

A professional bilingual educator, a professional transitional language educator, a parent of a LEP student participating in the program, and a campus administrator must compose the bilingual LPAC.

22. What happens when one of the members cannot attend the LPAC meeting?

A trained alternate professional staff member designated by the district can replace an absent LPAC member. However, a trained parent member must always be present.

23. Whose responsibility is it to review student cumulative folders to ensure accurate and correct documentation?

It is the bilingual teacher or the ESL teacher’s responsibility to review cumulative folders.

24. Can I exit a LEP student at the end of First Grade?

No. Students may not exit until the end of Second grade at the earliest.

25. Can a student be exited in the middle of the year if he/she has met all the criteria?

No. Students are only exited at the end of the school year.