| (a) The language proficiency assessment committee (LPAC)
shall select the appropriate assessment option for each emergent bilingual
(EB) student in Grade 3 or higher in accordance with this subchapter.
For each EB student who receives special education services, the student's
admission, review, and dismissal (ARD) committee in conjunction with
the student's LPAC shall select the appropriate assessments. The LPAC
shall document the decisions and justifications in the student's permanent
record file, and the ARD committee shall document the decisions and
justifications in the student's individualized education program.
Assessment decisions shall be made on an individual student basis
and in accordance with administrative procedures established by the
Texas Education Agency (TEA).
(b) Except as provided by subsection (c) of this section,
an EB student shall participate in the Grades 3-8 and end-of-course
assessments, with or without allowable testing accommodations, as
required by Texas Education Code (TEC), §39.023(a) and (c). Except
as specified in paragraphs (1) and (2) of this subsection, an EB student
shall be administered the general form of the English-version state
assessment.
(1) An EB student in Grades 3-5 may be administered
the Spanish-version state assessment, with or without allowable testing
accommodations, if the assessment in Spanish is the most appropriate
measure of the student's academic progress, in accordance with TEC, §39.023(l).
(2) An EB student in Grade 3 or higher who receives
special education services based on the most significant cognitive
disabilities may be administered an alternate assessment instrument
based on alternative achievement standards, in accordance with TEC, §39.023(b),
if the student meets the participation requirements.
(c) In accordance with TEC, §39.027(a), an unschooled
asylee or refugee who meets the criteria of paragraphs (1)-(3) of
this subsection shall be granted an exemption from an administration
of an assessment instrument under TEC, §39.023(a), (b), or (l).
This exemption will only apply during the school year an unschooled
asylee or refugee is first enrolled in a U.S. public school. An unschooled
asylee or refugee is a student who:
(1) enrolled in a U.S. school as an asylee as defined
by 45 Code of Federal Regulations §400.41 or a refugee as defined
by 8 United States Code §1101;
(2) has a Form I-94 Arrival/Departure record, or a
successor document, issued by the United States Citizenship and Immigration
Services that is stamped with "Asylee," "Refugee," or "Asylum"; and
(3) as a result of inadequate schooling outside the
United States, lacks the necessary foundation in the essential knowledge
and skills of the curriculum prescribed under TEC, §28.002, as
determined by the LPAC.
(d) For purposes of LPAC determinations in subsection
(c) of this section, inadequate schooling outside the United States
is defined as little or no formal schooling outside the United States
such that the asylee or refugee lacked basic literacy in his or her
primary language upon enrollment in school in the United States.
(e) The LPAC shall, in conjunction with the ARD committee
if the EB student is receiving special education services under TEC,
Chapter 29, Subchapter A, determine and document any allowable testing
accommodations for assessments under this section in accordance with
administrative procedures established by TEA.
(f) School districts may administer the assessment
of academic skills in Spanish to a student who is not identified as
an EB student but who participates in a bilingual program if the LPAC
determines the assessment in Spanish to be the most appropriate measure
of the student's academic progress.
|
| Source Note: The provisions of this §101.1005 adopted to be effective December 22, 2011, 36 TexReg 8521; amended to be effective March 27, 2013, 38 TexReg 1972; amended to be effective September 24, 2024, 49 TexReg 7635 |
