Assessment, Compliance & Accountability, and
Teacher Certification
For information on assessment, compliance & accountability, and teacher certification, view the links below.
State of Texas Assessments of Academic Readiness (STAAR™) Resources
The State of Texas Assessments of Academic Readiness (STAAR™) will replace the Texas Assessment of Knowledge and Skills (TAKS), which is the criterion-referenced assessment program that has been in place since 2003. STAAR™ includes the 12 end-of-course (EOC) assessments mandated by SB 1031 in 2007 and the new grade 3–8 assessments mandated by HB 3 in 2009. The new tests will be implemented in the 2011–2012 school year.
Assessment
- Lists of Approved Tests for Assessment of Limited English Proficient Students for the 2011-2012 school year.
- ARD Committee Resources
Admission, review, and dismissal (ARD) committee members should use the following resources to make decisions about placement in the Texas Student Assessment Program for students receiving special education services. The manual explains to ARD committees how to make assessment decisions by using the state-mandated curriculum, the Texas Essential Knowledge and Skills (TEKS), as documented in each student's individualized education program (IEP)
- ELPS-TELPAS Proficiency Level Descriptors
- English Language Learners (ELL) Student Assessments
Information on State Assessments for English Language Learners
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English Proficiency Exit Criteria Chart
At the end of the school year, a district may transfer (exit, reclassify, transition) a LEP student out of a bilingual education or special language program for the first time or a subsequent time if the student is able to participate equally in a regular all-English instructional program as determined by satisfactory performance in all three assessment areas below and the results of a subjective teacher evaluation. View the Q&A regarding the 2011-2012 Exit Criteria Chart.
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Process for Considering Special Exit Criteria from Bilingual/English as a Second Language (ESL) 2011-2012 School Year Grades 1-12
Under Texas Administrative Code (TAC) §89.1225(h), districts are required to use the exit criteria represented in the chart titled 2009 - 2010 English Proficiency Exit Criteria Chart found at http://ritter.tea.state.tx.us/curriculum/biling/ExitCriteriaChart.pdf to exit limited English proficient (LEP) students from bilingual/ESL programs. The exit criteria under TAC §89.1225(h) apply to the vast majority of LEP students who receive special education services. In rare cases, a LEP student receiving special education services may qualify to be exited using criteria permitted under TAC §89.1225(k), which give special consideration to a LEP student for whom assessments and/or standards under TAC §89.1225(h) are not appropriate because of the nature of a student's particular disabling condition. This document outlines the process to follow when considering whether a student qualifies to exit using the criteria authorized by TAC §89.1225(k).
- TEA Accommodations Manual/supplementary information (LAT/TELPAS info)
Accommodations are changes to materials or procedures that provide effective and equitable access to grade-level curriculum during instruction and testing for students with special needs, disabilities, or who are learning English. It is critical to note that although some accommodations may be appropriate for instructional use, they may not be appropriate or allowed for use on the state assessment. It is very important that educators become familiar with state policies as outlined in the Accommodations Manual regarding the use of accommodations on TAKS, TAKS (Accommodated), TAKS–Modified, TAKS–Alt, TELPAS, and LAT. - Texas English Language Proficiency Assessment System (TELPAS) Resources)
The Texas English Language Proficiency Assessment System (TELPAS) is designed to assess the progress that limited English proficient (LEP) students make in learning the English language.
Compliance & Accountability
- 2010 Guide to Annual Measurable Achievement Objectives (AMAOs), Title III, Part A Accountability System
Under the Elementary and Secondary Education Act (ESEA), as reauthorized under the No Child Left Behind Act of 2001 (NCLB), local education agencies (LEAs) that receive Title III, Part A funding for English language acquisition programs are held accountable for their English language learners’ (ELLs) achievement in learning the English language. Each spring in Texas, our ELLs, also identified in statute as limited English proficient (LEP), are assessed using the Texas English Language Proficiency Assessment System (TELPAS). The achievement of each Title III-funded LEA’s LEP student population then is measured against the state's achievement standards known as the Annual Measurable Achievement Objectives (AMAOs). The Title III accountability system includes three AMAOs for measuring student achievement: • AMAO 1 Progress - Measures the LEP students’ progress with English language proficiency; • AMAO 2 Attainment - Measures the LEP students’ attainment of English language proficiency; and • AMAO 3 LEP AYP - Measures the LEP students’ adequate yearly progress (AYP) in meeting the state’s student academic achievement standards.
- Academic Excellence Indicator System (AEIS)
The Academic Excellence Indicator System (AEIS) pulls together a wide range of information on the performance of students in each school and district in Texas every year. This information is put into the annual AEIS reports, which are available each year in the fall.
- Accountability Ratings
From the information contained in AEIS, the division of Performance Reporting also develops and implements the state Accountability Rating system used to rate Texas public schools and school districts. The state accountability rating system includes campuses and districts rated under standard and Alternative Education Accountability (AEA) procedures.
- ARD Committee Resources
Admission, review, and dismissal (ARD) committee members should use the following resources to make decisions about placement in the Texas Student Assessment Program for students receiving special education services. The manual explains to ARD committees how to make assessment decisions by using the state-mandated curriculum, the Texas Essential Knowledge and Skills (TEKS), as documented in each student's individualized education program (IEP).
- Bilingual/ESL Program Exceptions and Waivers
Every district and charter school that does not have the appropriately certified teachers to serve LEP students with the required program as described in Title 19 Texas Administrative Code (TAC) Chapter 89, Subchapter BB, §89.1207, must complete a bilingual exception or an ESL waiver which is valid for the current school year only.
- Commissioner's Rules (Chapter 89)
Chapter 89. Adaptations for Special Populations Subchapter BB. Commissioner's Rules Concerning State Plan for Educating Limited English Proficient Students.
89.1205 - Required Bilingual Education and English as a Second Language Programs
89.1207 - Exceptions and Waivers
89.1210 - Program Content and Design
89.1215 - Home Language Survey
89.1220 - Language Proficiency Assessment Committee
89.1225 - Testing and Classification of Students
89.1230 - Eligible Students with Disabilities
89.1233 - Participation of Nonlimited English Proficiency Students
89.1240 - Parental Authority and Responsibility
89.1245 - Staffing and Staff Development
89.1250 - Required Summer School Programs
- Commissioner's Rules (Chapter 89) Spanish Translation
(Please note: This is just a translation of Chapter 89 for the convenience of the Spanish speaking public and not as accurate as the English version adopted in the Texas Register).
- Commissioner's Rules Concerning Dual Language Immersion Programs
- English as a Second Language (ESOL) I and II standards
- English Language Proficiency Standards (Chapter 74.4)
The English language proficiency standards (ELPS) outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts shall implement the ELPS as an integral part of each subject in the required curriculum.
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English Proficiency Exit Criteria Chart
At the end of the school year, a district may transfer (exit, reclassify, transition) a LEP student out of a bilingual education or special language program for the first time or a subsequent time if the student is able to participate equally in a regular all-English instructional program as determined by satisfactory performance in all three assessment areas below and the results of a subjective teacher evaluation. View the Q&A regarding the 2011-2012 Exit Criteria Chart.
- How Texas Identifies, Prevents and Recovers Dropouts
- Language Proficiency Assessment Committee (LPAC) Framework
The Language Proficiency Assessment Committees are charged with reviewing all pertinent information on all identified limited English proficient (LEP) students upon their initial enrollment and at the end of each school year. Districts are required to have on file policy and procedures for the selection, appointment, and training of members of the LPACs.
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Performance-Based Monitoring Division
The Division of Performance-Based Monitoring is responsible for developing the Performance-Based Monitoring Analysis System (PBMAS) which is an automated data system that reports annually on the performance of school districts and charter schools in selected program areas (bilingual education/English as a second language, career and technical education, special education, and certain Title programs under the No Child Left Behind Act).
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Bilingual Education (BE/ESL) Monitoring
The Division of Program Monitoring and Interventions (PMI) develops and implements integrated program review processes for BE/ESL programs statewide that promote program effectiveness and improved student performance, and monitors compliance with statutory requirements for students served by BE/ESL programs.
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PBMAS Manuals
The Performance-Based Monitoring Analysis System (PBMAS) Manuals are comprehensive technical resources designed to explain each monitoring year's PBMAS reports. These reports are used by the Texas Education Agency as part of its overall evaluation of school district performance and program effectiveness.
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Process for Considering Special Exit Criteria from Bilingual/English as a Second Language (ESL) 2011-2012 School Year Grades 1-12
Under Texas Administrative Code (TAC) §89.1225(h), districts are required to use the exit criteria represented in the chart titled 2009 - 2010 English Proficiency Exit Criteria Chart found at http://ritter.tea.state.tx.us/curriculum/biling/ExitCriteriaChart.pdf to exit limited English proficient (LEP) students from bilingual/ESL programs. The exit criteria under TAC §89.1225(h) apply to the vast majority of LEP students who receive special education services. In rare cases, a LEP student receiving special education services may qualify to be exited using criteria permitted under TAC §89.1225(k), which give special consideration to a LEP student for whom assessments and/or standards under TAC §89.1225(h) are not appropriate because of the nature of a student's particular disabling condition. This document outlines the process to follow when considering whether a student qualifies to exit using the criteria authorized by TAC §89.1225(k).
- Public Education Information Management System (PEIMS)
The Public Education Information Management System (PEIMS) encompasses all data requested and received by TEA about public education, including student demographic and academic performance, personnel, financial, and organizational information.
- Public Education Information Management System (PEIMS) Student Attendance and Accounting Handbook
The Student Attendance Accounting Handbook (SAAH): Describes the Foundation School Program eligibility requirements of all students; Prescribes the minimum standards for all attendance accounting systems, whether manual or automated; Lists the documentation requirements for attendance audit purposes; Specifies the minimum standards for systems that are entirely functional without the use of paper; and Details the responsibilities of all district personnel involved in student attendance accounting.
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Reading/Comprehension Skills for Grades K-6
- a critical component of the Spanish Language Arts and Reading standards, in Spanish
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Required Summer School Program
- Spanish Language Arts TEKS
- Special Education in Texas
- Special Education Assessment Resources
- TEC 29.051 - 29.064
Subchapter B. Bilingual Education and Special Language Programs
29.053 – Establishment of Bilingual Education and Special Language Programs
29.055 – Program Content; Method of Instruction
29.056 – Enrollment of students in Program
29.0561 – Evaluation of Transferred Students; Reenrollment
29.058 – Enrollment of Students Who Do Not Have Limited English Proficiency
29.059 – Cooperation Among Districts
29.060 – Preschool, Summer School, and Extended Time Programs
29.061 – Bilingual Education and Special Language Program Teachers
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Texas Education Code for Dual Language Immersion
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Texas Education Code (TEC): Statute for Dual Language Immersion
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Support Site for Standards for Ensuring Student Success From Kindergarten to College and Career-English and Spanish Language Arts and Reading
This site supports the professional development series for Texas teachers on the following state standards: the English and Spanish Language Arts and Reading Texas Essential Knowledge and Skills (ELAR and SLAR TEKS), the English Language Proficiency Standards (ELPS), and the College and Career Readiness Standards (CCRS). It is not intended to take the place of professional development offered by districts and education service centers.
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Texas Essential Knowledge and Skills (TEKS)
The Texas Essential Knowledge and Skills (TEKS) are the state standards for what students should know and be able to do.
- Texas Essential Knowledge and Skills in Spanish
This site will provide you with information on the Texas Essential Knowledge and Skills (TEKS) in Spanish for Kindergarten through Grade 6.
Teacher Certification
In 2009-2010 Texas created an all-level certificate for bilingual teachers so that high schools who needed bilingual educators could have highly qualified bilingual teachers in high school rather than just elementary and middle school.
- Bilingual Target Language Proficiency Test (BTLPT) webinar (Runtime approx. 41 min.)
- Educator Certification
This site provides information on accrediting certification programs, issuing teaching certificates and other information that educators need to function effectively and efficiently as they work with the state's 4.7 million students. - Renewal Requirements for Renewing my Standard Certificate
Standard certificates were first issued on Sept. 1, 1999, and replaced the lifetime provisional certificates. Texas no longer issues lifetime provisional certificates. An educator with a standard certificate in Texas is required to renew his or her standard certificate(s) every five years. - Required Tests for Texas Certification in Bilingual Education and English as a Second Language
Educators are required by law to pass appropriate tests to get certified. The required examinations for each certificate may be found on the Required Tests chart. The development of certification examinations is based on SBEC-approved certification standards for each field.
Click on the "required tests" link. - Texas A&M online Bilingual/ESL Preparation Courses
The Online Bilingual/ESL Certification Prep Courses, offered by the Bilingual Education Program at Texas A&M University, can help you develop knowledge and skills for teaching English language learners (ELLs). Educators who participate in either of these continuing education courses will increase their knowledge base for teaching ELLs and will learn to design effective instruction for ELLs. The Bilingual course provides comprehensive coverage of teacher competencies tested on the TExES Bilingual Supplemental #164 and TExES Bilingual Target Language Proficiency Test (BTLPT) – Spanish #190 Examinations. The ESL course provides comprehensive coverage of the teacher competencies tested on the TExES ESL Supplemental Examination #154.-
The following online courses are offered:
Online Bilingual Certification Prep Course (12 week course)
Participants earn 150 hours of professional development upon completion of course.
Online ESL Certification Prep Course (10 week course)
Participants earn 120 hours of professional development upon completion of course.
Bilingual Target Language Proficiency Test (3 week course)
Participants earn 40 hours of professional development upon completion of course.
BTLPT Writing Course (5 week course)
Participants earn 50 hours of professional development upon completion of course.
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The following online courses are offered:
- ETS/TExES
Get up-to-date information about tests and test prep, register to test and view your scores.
NEW OR UPDATED information
English Language Learners (ELL) Progress Indicator – has been added to the 2011 accountability system.
This is a new indicator for 2011. Campuses and districts are evaluated on the percent of current and monitored limited English proficient (LEP) students who meet the TAKS reading/ELA standard or the criteria on the Texas English Language Proficiency Assessment System (TELPAS) reading component. Performance on this indicator will be used to determine Recognized and Exemplary ratings.
This year, 2011, is the last year for the accountability rating system based on the TAKS.
Frequently Asked Questions regarding the new ELL Progress Indicator
http://ritter.tea.state.tx.us/perfreport/ell_faq.html