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The guidance also covers EOC carryover, coordination with ARD and other specialized committees, STAAR/TELPAS preparation steps, and using TELPAS practice materials and accessibility features during instruction and online 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for Texas Assessment Program:  \nState of Texas Assessment of Academic Readiness (STAAR) and Texas English Language Proficiency Assessment System (TELPAS)  \nQuestions on STAAR and TELPAS? Contact the Assessments for Special Populations Help Desk.  \nLPAC DECISION-MAKING: PRIOR TO STATE ASSESSMENTS  \n☐ Train all members of the Language Proficiency Assessment Committee (LPAC) using the LPAC Decisions Educator Guide and associated training presentation found on the TEA Language Proficiency Assessment Committee Resources webpage.  \n☐ Meet as an LPAC to make participation and designated support decisions for state assessments of emergent bilingual (EB) students.  \no Refer to the Accommodations Policy Documents.  \no Make STAAR designated support decisions on an individual student basis and as close as possible to the assessment based on the student’s current language proficiency levels.  \no Document decisions using the LPAC Participation and Designated Supports Form for grades K-5 and grades 6-12. (Ensure that components of required state documentation are included in the sample forms if they are modified by the school district.)  \n☐ Remember that  \no for End-of-Course (EOC) assessments, designated support decisions can be carried over from fall to the spring and summer administrations.  \no when the LPAC recommends the following designated supports for any STAAR English reading or English EOC assessments, the student may not be considered for reclassification at the end of the school year: Oral Administration and/or Content and Language Supports.  \n☐ Coordinate with  \no content area teachers of emergent bilingual students to make STAAR designated support decisions based on classroom instruction and students’ linguistic needs.  \no the admission, review, and dismissal (ARD) committee for students receiving Special Education services to determine TELPAS/TELPAS Alternate and STAAR/STAAR Alternate 2 participation and designated support decisions.  \no other specialized committees, such as Section 504 Committee, response to intervention (RtI) team, or the appropriate team of people at the campus level for eligible students to determine STAAR participation decisions and designated support decisions for STAAR and TELPAS.  \n☐ Ensure that  \no LPACs do not recommend designated supports, special assessment considerations or accountability provisions for an emergent bilingual student whose parents have denied bilingual or ESL services (no designated supports, no testing in Spanish, no English I special provision, and nounschooled asylee refugee provisions) .  \no the LPAC considers STAAR Spanish for eligible students in grades 3-5.  \no a district-developed process is in place for determining appropriate STAAR/STAAR Spanish participation options for non-EB students participating in a Spanish bilingual program.  \n☐ Obtain content teacher signatures for applicable STAAR designated supports to  \no signify agreement of necessity and  \no confirm the use of these designated supports are used routinely and effectively as instructional linguistic accommodations during classroom instruction and assessment throughout the year.  \n☐ Maintain required LPAC documentation of STAAR, STAAR Spanish , STAAR Alternate 2, TELPAS, and TELPAS Alternate participation decisions and the decisions to provide designated supports for linguistic needs in each student’s permanent record file.  \nTELPAS PREPARATION  \n☐ Review training and resources on the TEA TELPAS Resources webpage.  \n| ☐ Coordinate with testing coordinators to ensure completion of\u003Cbr>o training for test administrators, other campus testing personnel, raters, assemblers, and verifierson administration procedures at district’s discretion.\u003Cbr>o online basic training course and calibration for new raters.\u003Cbr>o online calibration for returning raters.\u003Cbr>o online verification of student identification, demographic, and program information including Years in U.S. Scho","cbCaifj2vUcbhNpJ","https://ap.wps.com/l/cbCaifj2vUcbhNpJ","pdf",147124,"English","# LPAC Decision-Making: Prior to State Assessments\n## TELPAS Preparation\n## STAAR Preparation","[{\"question\":\"What must LPAC do before state assessments for emergent bilingual students?\",\"answer\":\"LPAC should train all members, meet to make participation and designated support decisions, and document those decisions using the required LPAC forms for K-5 and grades 6-12.\"},{\"question\":\"How should designated support decisions be handled across testing windows for EOC assessments?\",\"answer\":\"Designated support decisions for EOC assessments can carry over from fall to spring and summer administrations.\"},{\"question\":\"What are key TELPAS preparation steps for LPAC and teachers?\",\"answer\":\"LPAC should coordinate training and support testing activities, prepare students to use the TELPAS online platform with practice sets and released tests, and ensure teachers use available accessibility features and assigned designated supports during classroom instruction.\"}]","MIDDLE OF YEAR LPAC GUIDANCE - LPAC Decision-Making for Texas Assessment Program - STAAR and TELPAS | PDF",1790984403]