1-2018-2019 LPAC Training Presentation - STAAR and TELPAS Decision-Making Process

Sep 29, 2026

Training materials outlining the Language Proficiency Assessment Committee (LPAC) decision-making process for STAAR and TELPAS under the Texas Education Agency, Student Assessment Division. Covers 2018-2019 changes, LPAC collaboration expectations, and required administrative procedures aligned to 19 TAC Chapter 101, Subchapter AA. Provides guides for assessment participation decisions, designated supports and accommodation authorization, documentation requirements, and considerations for STAAR Spanish, special provisions/exemptions, and TELPAS alternate determinations.

LanguageEnglish

CategoryExam

FormatPDF

Pages123

Reading Time5 h 10 min

AccessFree to download

Topics

Changes for 2018-2019

LPAC Role and Collaboration with Others

Decision-Making Guides for LPACs

Assessment Participation Decisions

Designated Support Decisions

Accessibility

STAAR Spanish

STAAR Special Provision and Exemption

Decisions About TELPAS and TELPAS Alternate

The Language Proficiency Assessment Committee (LPAC) Decision-Making Process for STAAR and TELPAS Texas Education Agency Student Assessment Division September 19, 2018 Topics • Changes for 2018-2019 • LPAC Role • Decision-Making Guides for LPACs • Participation and Designated Supports Decisions • ELs Receiving Special Education Services • STAAR Spanish • STAAR Special Provision and Exemption • Decisions About TELPAS and TELPAS Alternate [https://tea.texas.gov/student.assessment/ell/lpac/](https://tea.texas.gov/student.assessment/ell/lpac/) Changes for 2018-2019 Beginning with 2018-2019, language proficiency assessment committee (LPAC) decisions will be applicable for all assessments administered in the 2018-2019 school year (December 2018, April/May 2019, and June 2019) . LPAC’s Role and Collaboration with Others ▪ The LPAC’s role should not be to simply make decisions and process paperwork. ▪ The LPAC should – ▪ provide opportunities for guide teachers, ▪ support the English language proficiency standards ( ELPS), and ▪ determine needs for professional development. ▪ LPACs must also coordinate with testing coordinators so that participation and designated supports decisions are available in time to make testing arrangements. Decision-Making Guides for LPACs ▪ TEA is required to develop administrative procedures to implement assessment requirements for English learners (ELs) . ▪ The regulatory procedural guides are based on 19 TAC Chapter 101, Subchapter AA. LPACs should be familiar with these Commissioner of Education rules. ▪ There are two decision-making guides for LPACs: ▪ STAAR Decision-Making Guide ▪ TELPAS and TELPAS Alternate Decision-Making Guide Decision-Making Guides for LPACs ▪ LPACs must review and address each section of the applicable decision-making guide. ▪ Each decision-making guide includes the following: 1. Overview of the applicable assessment program(s) 2. Test Participation Decisions 3. Designated Supports Decisions 4. Documentation of Decisions 5. Additional considerations for the applicable assessment program(s) Assessment Participation Decisions ▪ LPACs are required to make assessment participation decisions for English learners (ELs) based on the participation criteria. | Assessment | Participation Criteria | | --- | --- | | TELPAS | • General state English language proficiency assessment required for ELs not administered the alternate language proficiency assessment below | | TELPAS Alternate | •Available for ELs in grades 3–12 who meet the participation requirements for an alternate English language proficiency assessment.
•Participation requirements found on the TELPAS Resources and Language Proficiency Assessment Committee Resources webpages | | TELPAS Alternate NAAR or Medical Exception | The ARD committee determined that the student met eligibility criteria for STAAR Alternate 2 and also qualifies for “No Authentic Academic Response” or a Medical Exception, therefore the student will not be required to participate in the administration of TELPAS Alternate. | Designated Support Decisions ▪ Accommodation Decisions ▪ Accessibility Features (available to all students) ▪ Designated Supports (locally approved) ▪ Designated Supports (requiring TEA approval) ▪ For the purpose of LPAC decision-making responsibilities, refer to the“Authority for Decision and Required Documentation” section of accommodation document to determine if the LPAC is authorized to recommend the designated support. ▪ There are some designated supports in which the LPAC is the sole authority for making recommendations for ELs. Other designated supports require the LPAC to work in conjunction with another committee. Designated Supports Decisions ▪ LPAC’s designated supports decisions must be made on an individual student basis and in accordance with the applicable decision-making guide. ▪ Decisions must be based on— ▪ the student

FAQs

What changes apply to LPAC decisions starting in 2018-2019?

Beginning with the 2018-2019 school year, LPAC decisions become applicable for all assessments administered during that year, including December 2018, April/May 2019, and June 2019.

What is the LPAC role beyond making decisions and processing paperwork?

The LPAC should provide opportunities for guide teachers, support the English language proficiency standards (ELPS), determine professional development needs, and coordinate with testing coordinators so participation and designated supports decisions are available in time for testing arrangements.

How should LPAC designated supports decisions be made?

LPAC designated supports decisions must be made for each individual student using the applicable decision-making guide. Decisions should be based on the student’s needs for second language acquisition support and whether the student routinely and effectively uses the support in instruction and classroom testing, coordinated when applicable with subject-area teachers.

Sep 29, 2026

Uploaded by Alex Sinclair