e g a u g y n c

e g a u g y n c

e g a u g y n c La ficien nt o e r P e ssm e s e As mitt m o C Framework Manual 2012-2013 Sec tion LPA s

of t C Fr ame he wor k Introduction/Chronology of Federal and State Laws 19 TAC Chapter 89/ Texas Education Code (TEC) Chapter 29 LPAC Training Resources and Forms Intr odu ctio n 19 Texas Administrative Code (TAC) Chapter 89 Adaptations for Special Populations, Subchapter BB The Commissioners Rules

concerning the state plan for educating English Language learners (ELLs) state that all school districts that are required to provide bilingual education and/or English as a Second Language (ESL) programs establish and operate a Language Proficiency Assessment Committee (LPAC). Pur p os e of LPA Fram C ewo rk The Framework for the LPAC process includes clarification of the legal requirements for the LPAC and provides documents and forms to

facilitate the training of LPAC members. Pur p os e of LPA Fram C ewo rk The LPAC Framework integrates State and Title III of Public Law 107-110 (Elementary and Secondary Education Act) requirements regarding the: identification and placement; parental approval; annual review; and assessment of English language learners as they attain language and academic proficiency. k P ur

po s e o f th LPA e C Fr am e w or The Framework delineates the steps that must be followed in the: Identification Assessing students whose Home Language Survey have a language other than English and who are determined to have limited English proficiency Processing LPAC meets to review assessment information in order to

make placement decisions Pu r p ose LPA of t C Fr a m e he con work, t. Placement Determining the appropriate program for students identified as an English Language Learner (ELL) Monitoring Reviewing progress and performance of ELLs in their intensive language instruction program as well as the determination for exit and follow up of students as they transition into an all-English

program Al l S tude nts All Students Home Language Survey Poli cy and Faci litie s Each school district shall: Identify English Language Learner (ELL)

Provide bilingual and ESL programs as integral parts of the regular program Seek certified teaching personnel Assess achievement for essential knowledge and skills to ensure accountability for ELLs Locate programs in the regular public schools of the school district rather than in separate facilities 19 TAC 89.1201, 89.1235 Goa l Bi l i n o f g u al Edu cati on

The goal of bilingual education programs shall be to: Enable ELLs to become competent in listening, speaking, reading, and writing of English through the development of literacy and academic skills in the primary language and English Emphasize mastery of English language skills, as well as math, science, and social studies Use instructional approaches designed to meet the needs of ELLs Be an integral part of the total school program Utilize the essential knowledge and skills required by the state as the curriculum 19 TAC 89.1201 Goa l ESL of Prog ra m

s The goal of ESL programs shall be to: Enable ELLs to become competent in the listening, speaking, reading, and writing of English Emphasize mastery of English language skills, as well as math, science, and social studies Use instructional approaches designed to meet the needs of ELLs Be an integral part of the total school program Utilize the essential knowledge and skills required by the state as the curriculum 19 TAC 89.1201 Staffi

ng a Staff nd Dev elop men t School districts shall seek certified teachers to ensure ELLs are afforded full opportunity to master essential knowledge and skills and provide professional development. 19 TAC 89.1245, 89.1207 H om e La n gu a Surv ge ey Home Language Survey

Language spoken at home and by student = English Language spoken at home and by student = English and any other language Language spoken at home and by student = other language (not English) 19 TAC 89.1215 tion Iden tific a Home Language Survey

(HLS) If the HLS indicates a language other than English, testing must be initiated to determine English proficiency * *Parent permission for language proficiency testing is not required. I d en tific atio n o Tran f sfer r in g Stud ents If the student transfers from a school in Texas: Review the withdrawal form, if available, to see if he/she was

being served in a program or identified LEP in PEIMS. Try to get as much original documentation as possible, especially the HLS (document your attempts). The LPAC identifies and places student within the first four weeks (20 school days) of enrollment. Be sure that all of the necessary signed documents are in the students LPAC folder. I d en tific atio n o Tran f sfer Stud ring ents

If the student transfers from a school outside of Texas: Review any documentation brought in by the student. Proceed with Texas law, including HLS, for identification as outlined for Texas students new to the district. Tim elin e The campus/charter school has four weeks (20 school days) to complete the testing and meet to determine the LEP

status of each student. 19 TAC 89.1220(e) Entr y Ass essm ent Home Language Survey Language spoken at home and by student = English Non-LEP Language spoken at home and by student= English and any other language Language spoken at home and by

student = other language (not English) Test Pre-K 1 : Oral Language Proficiency test (OLPT) nd th 2 -12 : OLPT + Norm referenced Standardized achievement test st 19 TAC 89.1225 19 TAC 89.1230 Test Clas ing an sific d a Stud tion o f e nt s Grades PK-1:

TEA approved oral language proficiency test (OLPT) (listening and speaking) in English (and OLPT in primary language for bilingual programs) Grades 2-12: TEA approved oral language proficiency test (OLPT) (listening and speaking) in English (and OLPT in primary language for bilingual programs) Reading and language arts sections of an English norm-referenced standardized achievement test (Terra Nova) approved by the state (unless the English ability is so low that the test would not be valid of scores 1, 2 or 3) Socorro Independent School District Department of Bilingual/ESL Education Initial Testing Guidelines 2012-2013

Test ing A dm inis trat or The person administering the oral language proficiency test (listening and speaking) must have documentation of training in the administration and scoring of the test and must be proficient in the language of the test. L EP De t erm in at i

o n s The LPAC, not the test administrator, must meet and review all assessment results to determine ELL status. TEST Pre 1 : Oral Language Proficiency Test (OLPT) nd th 2 12 : OLPT + Norm referenced Standardized achievement test LPA CM eeti ( Me ng mbe rshi

p) st LPAC MEETING LEP Non-LEP Lan gua Profi ge c ienc As s e s sm y Com ent mitt ee The district shall have written local board

policy on file to establish and operate a Language Proficiency Assessment Committee. Local board policy shall include procedures for the selection, appointment, and training of the committee members. 19 TAC 89.1220 C om pos i of t tion he Bilin gua l LP AC The Bilingual LPAC is composed of:

A campus administrator* A bilingual teacher* A bilingual/ESL teacher* A parent of a current limited English proficient student participating in the required bilingual program (this parent may not be an employee of the school district)* *All members must be present! 19 TAC 89.1220 29.063 TEC Com posi t i of t h o n ESL e LPAC

One or more professional personnel* A campus administrator* A parent of an English language learner participating in the program designated by the school district* No parent serving on the LPAC shall be an employee of the school district. *All members must be present! 19 TAC 89.1220 TEC 29.063 Mem bers hip Guid eline s

All LPAC members shall be trained. If one of the members does not understand English (parent), the training should be developed in the members primary language. At the LPAC meeting, an interpreter should be available if the parent representative is not proficient in English. The parent representative volunteers his/her participation in the LPAC. The students parents are not required to attend the LPAC meeting. Mem bers Guid hip elin es

The trained LPAC parent serves as the representative parent for all ELLs. Anyone that is a designated LPAC member at these meetings must be trained in order to follow the process accordingly. Each trained member shall also sign an oath of confidentiality (sample included in the manual) because test and other information that is shared and analyzed for all students must be considered with respect to each student and his/her familys right to confidentiality. 19 TAC 89.1220 L Guid PAC elin es All required members are given prior notification of meeting.

All required members meet and a chair is selected for the meeting. Members review and discuss all student data and information. Members arrive at appropriate decisions. Members sign and date all documentation/LPAC forms. Decisions are included in LPAC minutes which are kept in a central location. The committee meeting is adjourned. Documentation for each student is filed in the students permanent record folder. An electronic copy of your documentation must be sent to the Bilingual Dept. Requ ired Docu men tatio n The students record shall contain:

Documentation of all actions impacting the ELL Identification of the student Designation of the students level of proficiency Recommendations of program placement Parent approval or entry or placement The dates of entry into, and placement within, the program Requ ired Docu men tatio n

The students record shall contain: Assessment Results of monitoring Additional interventions The date of exit from program and parent approval uire d LPA Mee C ting s

Req Upon initial enrollment- within the students first four weeks (20 school days) In the spring to determine appropriate assessments, immediately prior to state assessments At the end of the year for annual review and for the following years placement decisions, which may include the use of linguistic accommodations, as appropriate As needed to discuss student

progress L PAC Res po n sibi litie s Identification of ELLs Placement Linguistics accommodations for assessment

Coordination Assessment and documentation review Instructional methods and/or interventions Parental Approval Annual Review (linguistic and academic progress) Det erm in i n Elig g i b ili ty PreK at -1 st Gra de At PreK 1st grade:

A TEA approved OLPT (listening and speaking) in English score indicates limited English proficiency g El i gibi a lit y t Gra des 2-12 Det erm inin At grades 2-12: The students score on the TEA approved English OLPT is below the

level designated for indicating ELL The students score on the reading and language arts sections of the TEA approved norm-referenced measure is below the 40th percentile; or The students ability in English is so limited that the administration of the TEA norm-referenced assessment instrument is not valid. Districts may enroll students who are not limited English proficient in the bilingual education program in accordance with the Texas Education Code, 29.058. Elig ibili Stud ty fo r ents Disa with

bilit ie s Students with disabilities whose scores indicate limited English proficiency on the assessment determined by the key members of the ARD committee in conjunction with the key members of the LPAC are identified as ELL. 19 TAC 89.1225 (f)(4), 89.1230 *TEA is updating process for SPED/LEP students. P aren Not t ifica tion am Plac /Progr eme nt

LPAC MEETING LEP Non- LEP Parent Notification Placement: Bilingual Program Placement: ESL Program General Education Classroom B iling Edu u al c at i on P rogr

am The law requires that each school district or charter school which has an enrollment of 20 or more LEP students of the same language classification in the same grade level districtwide shall offer a bilingual education program for LEP students in Grades Pre-K through 5. 19 TAC89.1205 (a) B iling Edu u al c at i on P rogr am

Content area instruction is provided in both the students primary language (as needed) and English. Literacy development in the primary language facilitates the transfer from primary language (L1) to second language (L2). Oral language testing requirements in both the primary language and English must be reviewed for placement. ESL is a component of the bilingual program. ESL Prog ra m The law requires that all ELLs for whom a district is not required to offer a bilingual education

program shall be provided an ESL program, regardless of the students grade levels and home language, and regardless of the number of students. 19 TAC 89.1205 (d) ESL Prog ra m Uses second language methods throughout the curriculum Provides instruction that includes TEKS based academic content, as well as, language development

Differentiates instruction of content according to language proficiency levels Provides academic instruction that is on grade level Rec omm e Prog nding P la c r a m eme nt Pending parent approval of an ELLs students entry into the Bilingual/ESL program, the district/charter school will place the student in the recommended program. Upon parental approval, the student will be coded LEP in

PEIMS. 19 TAC 89.1210 Ad d ition al Serv i ce s The LPAC may also recommend other programs or services offered through the district. The LPAC is also responsible for facilitating student participation in other special programs Advanced Academics, Special Education, Career and Technical Education and Gifted and Talented.

Parental Notification Placement: Required Bilingual Program Placement: Required ESL Program Pare n App tal r ov a l Parental Permission No Parent Conference Yes Bilingual LEP Denial

Meets Exit/Reclassification Criteria Non-LEP Parental Permission Yes ESL No Parent Conference LEP Denial Meets Exit/Reclassification Criteria Non-LEP Pare n App tal r ov a

l After the LPAC recommends placement of the LEP student, written parental approval must be obtained. Remember the parent approval form should be in both English and the native language of the parent. 19 TAC 89.1240 Pare ntal App r ov a l/Rig ht s

The parent approval letter includes information regarding the English proficiency level of the student and a description of the program as well as the benefits of the program. These benefits should be described on each parent approval form and supplemented through brochures or other publications. Districts may enroll students who are non-LEP in the bilingual education program in accordance with TEC 29.058. A plan for when students may graduate and be exited may be included according to Personal Graduation Plan (PGP) for ELLs at high school. 19 TAC 89.1240(a) [Title t De nia l s Pare

n If a parent denies the placement decision, then the student is identified in PEIMS as LEP with a parent denial until the student meets exit criteria. The progress of the ELLs with a parent denial on file will be closely monitored. t De nia l s Pare n Monitor and facilitate the educational process,

as you would for all students. Rate students listening, speaking and writing proficiency with TELPAS (beginning at Grade K through Grade 12). Administer the TELPAS Reading test beginning at Grade 2, until the child is no longer identified as LEP through Grade 12. (Title III, Part A, Subpart 2.Sec.3121(a)(4); TAC 89.1220(l); TEC 29.0561 t De nia l s Pare n The LPAC must review students TELPAS and TAKS

scores at the end of each year. Once a student meets exit criteria (19 TAC 89.1225), he/she is reclassified as nonLEP in PEIMS. Students with parent denials are also monitored for two additional years. (Title III, Part A, Subpart 2.Sec.3121(a) (4); TAC 89.1220(l);TEC 29.0561 Pare ntal Den A ial P pprov al/ EIM S Da te

The date that the parent approval form is signed is the date the students official PEIMS status becomes LEP. From that date the student is identified as LEP, regardless of permission or denial. nts Stat Ass e essm e Bilingual Classroom ESL Classroom LEP

Denial ELPS ELPS ELPS Meets Exit Criteria Meets Exit Criteria Meets Exit/ Reclassific ation Criteria LPA C De cisio abo ns ut S Ass t

essm ate ents In the spring of the current school year, the LPAC meets to determine the appropriate assessment option for each LEP student before the administration of the state criterion-referenced test that year. LPA C De cisio abo ns ut S Ass t essm ate ents To be determined by TEA

at a later date. LPA C De cisio abo ns ut S Ass t essm ate ents In determining the appropriate assessment option, the LPAC shall consider: Academic programs participation and language of instruction

Language proficiency Consecutive years of residence outside the 50 U.S. states Schooling outside the U.S. Previous testing history Level achieved on state English language proficiency assessment ual R ev iew Ann Bilingual Classroom ESL Classroom

LEP Denial Meets Exit Criteria Meets Exit Criteria Meets Exit/Reclassi fication Criteria Non-LEP Non-LEP Non-LEP Ann ual R ev iew

At the end of the year, the Committee reviews every child: identified in PEIMS as LEP, being served in a bilingual or ESL program identified in PEIMS as a LEP parental denial that has met criteria for bilingual/ESL program exit, is no longer classified as LEP in PEIMS, and is in his or her first (F) or second (S) year of monitoring Ann ual R ev iew The LPAC should review:

Benchmarks Classroom Tests State Criterion Test Data Norm-referenced English and Spanish (when applicable) Standardized Achievement Test Data Oral Language Proficiency Test Data TELPAS, TPRI, Tejas LEE, etc. Grades Any input that will give a wellrounded picture of the students growth and progress Rec la s s

ifica (Exi ti n g tion ) of EL L s A student may only be considered for reclassification, as non-LEP, at the end of the school year based on the following criteria: Proficiency in oral English language Proficiency in English reading and writing Consideration of subjective teacher evaluation See exit criteria chart for gradespecific requirements. 19 TAC 89.1225

Rec lass ifica t i on of ELL s Students in Pre-Kindergarten and Kindergarten may not be exited from a bilingual education or English as a second language program. An annual review is still conducted by the LPAC for these students in order to assess and document progress. 89.1225 (i) 19 TAC

P aren Not tal ifica tion /A p p rov al Bilingual Classroom ESL Classroom LEP Denials Meets Exit Criteria Meets Exit Criteria Meets Exit Criteria

Non-LEP Non-LEP Non-LEP Not Parent ifica al tion /A p p r ov al Once the LPAC reclassifies a student as non-LEP, parents must be notified that the student has met state criteria for exit and will be monitored for two years. Parent approval of the students exit must be

present in the students permanent record folder or a copy of parent notification. Suggested Forms are found in Staffnet Rec lass i fyi n Stud g LE P ents with D is a b i l it ies The ARD committee, in conjunction with the LPAC, shall determine an appropriate assessment instrument and performance standard requirement for

exit. The decision to exit a student is determined by the key members of the ARD in conjunction with the key members of LPAC. 19TAC89.1225 (k)89.1230 Eva luat ion Rec of lass Stud ified e nt s The LPAC shall reevaluate a student who is transferred out of a bilingual education or special language program under Section 29.056(g) if the student earns a failing grade in a subject in the foundation curriculum under Section 29.002(a) during any

grading period in the first two school years after the student is transferred to determine whether the student should be reenrolled in a bilingual education or special language program. TEC 29.0561(a) Rec l a ss Stud ified ents During the first two school years after a student is transferred out of a bilingual education or special language program under Section 29.0561, the LPAC shall review students performance and consider (b): (1) The total amount of time the student was enrolled in a bilingual education or special language program; (2) The students grades each grading period in each subject

in the foundation curriculum under Section 29.002 (a) (1); Rec l a ss Stud ified ents (3) The students performance on each assessment instrument administered under Section 39.023 (a) or (c); (4)The number of credits the student has earned toward high school graduation, if applicable; and (5)Any disciplinary actions taken against the student under Subchapter A, Chapter 37. TEC 29.0561 Rec l a ss Stud ified

ents (c) After an evaluation under this section, the LPAC may require intensive instruction for the student or reenroll the student in a bilingual education or special language program. TEC 29.0561 Req uire d Su Sch ool mm Prog er ram s 19 TAC 89.1250 Required Summer School Programs

TEA Correspondence/Summer School Program for Limited English Proficient students for Kindergarten and first grade If a student's parent has denied bilingual/ESL services and the only summer school program available is a bilingual education/ ESL summer school program, then the student is not eligible to generate bilingual/ESL ADA in the summer school program. 19 TAC 89.1250 Prog r am Eva luat i on

All districts/campuses required to conduct a bilingual education or ESL program shall: Conduct periodic assessment and continuous diagnosis in the languages of instruction to determine program impact and student outcomes in all subject areas Annually report (and retain the report) the academic progress in either language of the limited English proficient students, the extent to which they are becoming proficient in English, the number of students who have been exited from the bilingual education and English as a second language programs, and the number of teachers and aides trained and the frequency, scope, and results of the training (TEC 7.0) 19 TAC 89.1265

Report to parents the progress of their child as a result of participation in the program is offered to ELLs in English and the home language at least annually. Develop, review, and revise the campus improvement plan described in the Texas Education Code 11.253, for the purpose of improving student performance for ELLs. d Pr o g Eva ram l ua t i Con tinu on

e LPAC Meeting Calendar Check List Home Language Survey Initial Review Record of LPAC Meeting BOY LPAC FOR MS Committee Membership Non-LEP Student Parental Membership Request Parental Denial Parent Denial Spanish Parental Notification Parental Notification Spanish Oath of Confidentiality LPAC/ARD Entry form LEP/SPED

Exit Criteria Chart LPAC Initial Minutes BOY Student Placement Review For M ore Info rma tion Jorge Altamirano LPAC Coordinator [email protected] 937-1631 920-5481

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