Monitoring English and Spanish
Language Development with
LAS Links Interim Assessments
Purposeful. Informative. Student & Teacher-Centered
IDENTIFY LANGUAGE PROFICIENCY
Use LAS Links to determine English and Spanish language proficiency and identify goals across the domains:
- Listening
- Reading
- Writing
- Speaking
USE DATA TO
GUIDE INSTRUCTION
Adjust instruction and provide targeted support based on student needs.
- Differentiate
- Scaffold language
- Build on prior knowledge
- Promote meaningful language use
COLLECT EVIDENCE
OF LEARNING
Use a variety of tools and sources to gather evidence of English and Spanish language development:
- Classroom observations
- Student work (speaking, writing, reading, listening)
- LAS Links Interim assessments
ANALYZE
AND INTERPRET
Look for patterns of growth in all domains. Consider:
- Strengths
- Areas for support
- Progress over time
- Context (length of exposure, instruction, background)
MONITOR GROWTH
OVER TIME
Continuously monitor and celebrate progress. Share growth with students and families.
- LAS Links EOY Interim Assessments
- PreLAS Progress Monitoring
- Reflect and adjust
- Click HERE
to download the a LAS Links an informational brochure
- Click HERE
- Celebrate progress
Every Student. Every Voice. Every Step Forward.
Emergent bilingual students bring strengths, experiences, and potential. Our role is to monitor their growth, honor their journey, and support their success.
KEY PRINCIPLES
Prioritzing real-world teacher-led language learning, not test prep nor screen time.
EQUITABLE
Ensure fair and inclusive practices for all students.
CULTURALLY RESPONSIVE
Value students' languages, cultures, and identities
ASSET-BASED
Focus on strengths and build from what students know.
COLLABORATIVE
Partner with families, students, and colleagues.
ONGOING
Monitor regularly and adjust as needed.
Interested in learning more about one of our initiatives? Please provide your contact information by filling out this Interest Form
, and a DRC team member will follow up with you to provide more assessment information.
- Available in English and Spanish
- Monitors individual student’s oral language and literacy skills through observations conducted during daily activities and routines multiple times over any period of time.
- Results provide information that is useful for instructional planning, program evaluation, and for sharing with a child’s parents or guardians
- Meets the requirements TAC 89.1250 (d) (7) for Summer School
- Reporting of student progress shall be approved by the board of trustees. A summary of student progress shall be provided to parents at the conclusion of the program. This summary shall be provided to the student's teacher at the beginning of the next regular school term.
Interested in learning more about the PreLAS Observational Progress Assessment? Please provide your contact information by filling out this Interest Form.
Click HERE. to download an informational brochure. You may also visit the Professional Learning portal to view a administration training video to get a better idea as to how the assessment is designed, administered, scored and interpreted.
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- LAS Links Español Form B is an option that LEAs may use to be sure that students are placed with accuracy and fidelity in Spanish I-VI courses.
- Research-Based Placement – Developed through extensive research and educator focus groups, DRC has created a research study that has aligned LAS Links Español Form B student assessment outcomes with ACTFL proficiency levels and TEKS expectations
- Clear Placement Guidance – The DRC research study provides an easy-to-use cross walk between LAS Links Español achieved scores and recommended cut scores for Spanish I–IV placement and Credit by Examination (CBE).
- Easy Implementation – Administered through DRC INSIGHT, the platform already used by Texas LEAs for Emergent Bilingual student identification, making implementation seamless.
Click HERE. to download an informational brochure. You may also visit the Professional Learning portal to view a administration training video to get a better idea as to how the assessment is designed, administered, scored and interpreted.
LAS Links has been approved by the TEA as a growth measure in Texas under Texas Education Code (TEC), 48.112 (Teacher Incentive Allotment).
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- DRC offers additional forms of LAS Links to be used for interim testing while providing a research-based growth study allowing LEAs to set realistic and achievable growth targets using LAS Links data.
- LAS Links Online reporting provides longitudinal data allowing stakeholders to easily monitor student growth to meet the reporting requirements of the TIA.
- DRC has developed robust professional development designed to engage stakeholders to develop instructional strategies specific to domain and composite growth target needs (by student/by cohort) as determined by the district while investigating trends and outcomes from previous administrations (met/missed growth targets).
Click HERE to download an informational brochure
The LAS Links interim assessments support LEAs’ school/campus improvement plans by providing teachers with key academic language proficiency data and professional development that supports instructional planning, continuous growth and accountability. Specifically, the LAS Links assessment data supports school improvement plans in the following key areas:
Strategy A: Intensive Curriculum and Instruction Improvements
- track student outcomes and make actionable and timely instructional decisions
- determine interventions based on data
- monitor student growth throughout the school year
- provide feedback based on data
Strategy B: Accelerating Campus Excellence (ACE) Model
- develop data-driven instructional practices for classroom teachers
- includes assistance from a third-party provider that is approved by the commissioner in the development and implementation of the district's plan
Section V: Performance Management
- monitor progress of the improvement strategy
- provide early indications of the need for possible course corrections
Section VI: Student Outcome Goals
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- while goals set in section VI are focused on the STAAR, LAS Links supports these goals as it reinforces that building academic language proficiency is a key driver of improved student achievement
Chapter 89.1265(b): Annual school district reports of educational performance shall reflect:
(b.2) the extent to which EB students are developing English proficiency by bilingual and/or ESL program model, including proficiency in the partner language for students participating in a dual language immersion program model;
(b.4) the number of teachers and aides trained and the frequency, scope, and results of the professional development in approaches and strategies that support second language acquisition.
- The LAS Links interim assessments in English and Spanish provides the data school systems need in their annual report to meet the Chapter 89.1265 Program Evaluation requirements:
- Measures English proficiency growth among emergent students across program models, including partner-language proficiency in dual language immersion programs.
- Click here to learn more.
Key to a successful and impactful formative assessment for language acquisition program is the understanding and use of the data by all stakeholders. DRC believes that data is only useful if it provides information that is easily understood by practitioners, connects to appropriate instructional strategies, and supports student, classroom, school and district-wide goals. With this in mind, DRC has created 9 Professional Development modules designed to:
- Empower teachers to make data driven instructional decisions based on their LAS Links data
- Prioritize real-world teacher-led language learning, not test prep nor screen time
Click here for more detailed information about each of the 9 Professional Development modules offered
LAS Links provides 4 English interim forms that school systems may use to monitor student English language development.
- The LAS Links interim assessments prioritize real-world teacher-led language teacher-led language. Not test prep. Not screen time.
- The assessments are designed to provide data to teachers to inform instruction, not for students to practice test items however, the LAS Links items are aligned to the Texas ELPS
- DRC recommends up to two test windows (minimizing assessment time/maximizing teaching time):
- Fall allowing at least 6 weeks between the end of the assessment window and TELPAS so teachers may use the data to inform classroom instruction (Tier 1, Tier 2, and Tier 3) prior to TELPAS
- Spring after TELPAS to inform instruction the last few months of the school year and the start of the next school year
- Key to program success is to include DRC Professional Development (see the PD Section for more information)
- Bonus: In one to two test administrations (approximately 2-4 hours or less) in a single school year, with LAS Links English interim assessments, school systems can use the same two data sets to: 1) progress monitor to inform instruction; 2) set growth targets for the Teacher Incentive Allotment; 3) use within School Improvement Plans; 4) meet Program Evaluation requirements
The LAS Links Español interim form, Form B, supports Dual Language Immersion programs by providing key information for determining students' Spanish academic language proficiency in language arts, social studies, history, mathematics, science, and technical subjects.
Data provided by LAS Links Español B helps to inform instruction identifying specifically where students will benefit from language supports. Longitudinal data allows school systems to monitor and track student progress in attaining Spanish language proficiency during a single school year and year over year.
Bonus: In one to two test administrations (approximately 2 - 4 hours or less) in a single school year, with the LAS Links Español interim assessment, school systems can use the same two data sets to: 1) support newcomers; 2) award the LOTE credit; 3) meet Program Evaluation requirements; and 4) determine Credit by Exam and Spanish Course Placement.
Requirement: (III) Achieve proficiency in both English and a language other than English as demonstrated by scores of proficient or higher in the reading and speaking domains on language proficiency or achievement tests in both languages
- LAS Links Español interim assessment: provides the two domains of Hablando and Lectura to meet Spanish language proficiency requirements
- LAS Links English interim assessment: may be used in lieu of waiting for TELPAS scores to meet the English Speaking and Reading requirement.
LAS Links Español interim assessments support school systems by providing an assessment they can use to measure newcomers’ Spanish social and academic language proficiency in the domains of Hablando, Escuchando, Lectura and Escritura across the core academic areas of Math, Science, Technical Subject, Reading, Language Arts, Social Studies and History. This allows school systems to more accurately determine newcomers’ instructional needs and program placement. Click HERE to view a sample LAS Links reports.
Bonus: In one to two test administrations (approximately 2-4 hours or less) in a single school year, with LAS Links Español assessment, school systems can use those same two data sets to: 1) progress monitor Spanish language development in DLI programs; 2) award the LOTE credit; 3) meet Program Evaluation requirements; and 4) determine Credit by Exam and Spanish Course Placement.