Notion Into Practice: A Systematic Testing Program for All LEP Students in a Large Urban District	Cecilia Oakeley and Hua Yang Dallas Independent School District Dallas Independent School District

Conclusions

In this paper, we discussed our experience with the testing programs of LEP students and its results, our concept of inclusion of LEP students in the testing program, and the methods we used to determine the readiness of our LEP students in the District’s regular testing program. We feel that conditional inclusion is the key to our success with these measures.

The data we explored provide answers to questions by examining the relationships of CALP measures of LEP students given by the WMLS and standardized academic achievement measures given by the ITBS/TAP and TAAS tests. Since these baseline results have so far proven to be successful, continued administration of the WMLS would provide additional information on the effectiveness of the BE/ESL programs. Other questions that can possibly be answered with LEP students’ longitudinal are: Is the BE/ESL program more effective at certain grade levels? Can the number of years that students need to stay in BE/ESL programs be predicted? What areas of the curriculum need to be changed to improve performance? Searching for the answers to these questions are on our agenda.