l anguage p roficiency a ssessment c ommittee
DESCRIPTION
L anguage P roficiency A ssessment C ommittee. Framework Manual 2012-2013. Introduction/Chronology of Federal and State Laws 19 TAC Chapter 89/ Texas Education Code (TEC) Chapter 29 LPAC Training Resources and Forms. Sections of the LPAC Framework. - PowerPoint PPT PresentationTRANSCRIPT
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Language
Proficiency
Assessment
Committee
Framework Manual
2012-2013
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Sect
ions
of
the
LPA
C F
ram
ew
ork
• Introduction/Chronology of Federal and State Laws
• 19 TAC Chapter 89/ Texas Education Code (TEC) Chapter 29
• LPAC Training
• Resources and Forms
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Intr
oduct
ion
19 Texas Administrative Code (TAC) Chapter 89
Adaptations for Special Populations, Subchapter BB
The Commissioner’s 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).
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Purp
ose
of
LPA
C
Fra
mew
ork
• 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.
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Purp
ose
of
LPA
C
Fra
mew
ork
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.
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Purp
ose
of
the
LPA
C F
ram
ew
ork
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
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Purp
ose
of
the
LPA
C F
ram
ew
ork
, co
nt.
• 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
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All S
tudents
All Students
Home Language Survey
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Policy
and
Faci
liti
es
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
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Goal of
Bilin
gual
Educa
tion
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
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Goal
of
ES
L P
rogra
ms
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
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Sta
ffing a
nd
Sta
ff
Develo
pm
ent
• 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
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Hom
e
Language
Surv
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
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Identi
fica
tion • 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.
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Identi
fica
tion
of
Tra
nsf
err
ing
Stu
dents
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 student’s LPAC folder.
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Identi
fica
tion
of
Transf
err
ing
Stu
dents
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.
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Tim
eline 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)
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Entr
y
Ass
ess
ment
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)
TestPre-K – 1st: Oral Language Proficiency
test(OLPT)
2nd-12th: OLPT + Norm referencedStandardized achievement test
Non-LEP
19 TAC §89.1225
19 TAC §89.1230
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Test
ing a
nd
Cla
ssifi
cati
on o
f S
tudents
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)
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Socorro Independent School DistrictDepartment of Bilingual/ESL
EducationInitial Testing
Guidelines2012-2013
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Test
ing
Adm
inis
trato
r • 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.
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LEP
D
ete
rmin
ati
on
s• The LPAC, not the test
administrator, must meet and review all assessment results to determine ELL status.
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LPA
C M
eeti
ng
(Mem
bers
hip
)
TESTPre – 1st: Oral Language Proficiency Test
(OLPT)2nd – 12th: OLPT + Norm referenced
Standardized achievement test
LPAC MEETING
LEP Non-LEP
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Language
Pro
fici
ency
A
ssess
ment
Com
mit
tee
• 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
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Com
posi
tion
of
the
Bilin
gual LPA
C
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 TEC
§29.063
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Co
mp
osi
tio
n
of
the
ES
L L
PA
C
• 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
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Mem
ber
ship
G
uid
elin
es
• All LPAC members shall be trained.
• If one of the members does not understand English (parent), the training should be developed in the member’s 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 student’s parents are not required to attend the LPAC meeting.
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Mem
bers
hip
G
uid
elines
• 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 family’s right to confidentiality.
19 TAC §89.1220
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LPA
C
Guid
elines • 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 student’s permanent record folder.
An electronic copy of your documentation must be sent
to the Bilingual Dept.
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Req
uir
ed
Do
cum
enta
tio
n
The student’s 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
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Req
uir
ed
Do
cum
enta
tio
n The student’s record shall contain:
• Assessment
• Additional interventions
• The date of exit from program and parent approval
• Results of monitoring
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Requir
ed L
PA
C
Meeti
ngs
• Upon initial enrollment- within the student’s 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 year’s placement decisions, which may include the use of linguistic accommodations, as appropriate
• As needed to discuss student progress
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LPA
C
Resp
onsi
bilit
ies
• Identification of ELLs
• Assessment and documentation review
• Placement
• Instructional methods and/or interventions
• Linguistics accommodations for assessment
• Coordination
• Parental Approval
• Annual Review (linguistic and academic progress)
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Dete
rmin
ing
Eligib
ilit
y
at
Pre
K-1
st G
rade
At PreK – 1st grade:
• A TEA approved OLPT (listening and speaking) in English score indicates limited English proficiency
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Dete
rmin
ing E
ligib
ilit
y
at
Gra
des
2-1
2
At grades 2-12:• The student’s score on the TEA
approved English OLPT is below the level designated for indicating ELL
• The student’s score on the reading and language arts sections of the TEA approved norm-referenced measure is below the 40th percentile; or
• The student’s 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.
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Eligib
ilit
y f
or
Stu
dents
wit
h
Dis
abilit
ies
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.
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Pare
nt
Noti
fica
tion/P
rogr
am
Pla
cem
ent
LPAC MEETING
LEP Non- LEP
Parent Notification
Placement:Bilingual Program
Placement: ESL Program
General EducationClassroom
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Bilin
gual
Educa
tion
Pro
gra
m
• 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 district-wide shall offer a bilingual education program for LEP students in Grades Pre-K through 5.
19 TAC§89.1205 (a)
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Bilin
gual
Educa
tion
Pro
gra
m
• Content area instruction is provided in both the student’s 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.
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ESL P
rogra
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)
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ESL P
rogra
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
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Reco
mm
endin
g
Pro
gra
m
Pla
cem
ent
Pending parent approval of an ELLs student’s 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
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Addit
ional
Serv
ices• 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.
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Pare
nta
l A
ppro
val
Parental Notification
Placement: Required Bilingual Program
Placement: Required ESL Program
Parental Permission
Parental Permission
No Yes Yes No
Parent Conference Bilingual ESL
Parent Conference
LEP Denial LEP Denial
Meets Exit/Reclassification Criteria
Meets Exit/Reclassification
Criteria
Non-LEP Non-LEP
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Pare
nta
l A
ppro
val• 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
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Pare
nta
l A
ppro
val/R
ight
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 III Part C Section 3302 (a)(c)(d)]
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Pare
nt
Denia
ls • 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.
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Pare
nt
Denia
ls
• Monitor and facilitate the educational process, as you would for all students.
• Rate student’s 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
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Pare
nt
Denia
ls
• The LPAC must review student’s 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 non-LEP 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
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Pare
nta
l A
ppro
val/D
enia
l P
EIM
S D
ate• The date that the parent
approval form is signed is the date the student’s official PEIMS status becomes LEP. From that date the student is identified as LEP, regardless of permission or denial.
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Sta
te
Ass
ess
ments
BilingualClassroom
ESL Classroom
LEP Denial
ELPS ELPS ELPS
Meets Exit Criteria
Meets Exit Criteria
Meets Exit/Reclassification Criteria
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LPA
C D
eci
sions
about
Sta
te
Ass
ess
ments • 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.
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LPA
C D
eci
sions
about
Sta
te
Ass
ess
ments
To be determined by TEA at a later date.
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LPA
C D
eci
sions
about
Sta
te
Ass
ess
ments
In determining the appropriate assessment option, the LPAC shall consider:
• Academic programs participation and language of instruction
• Language proficiency
• Previous testing history
• Level achieved on state English language proficiency assessment
• Consecutive years of residence outside the 50 U.S. states
• Schooling outside the U.S.
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Annual R
evie
w
Bilingual Classroom
ESL Classroom
LEP Denial
Meets Exit Criteria
Meets Exit Criteria
Meets Exit/Reclassi
fication Criteria
Non-LEP Non-LEP Non-LEP
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Annual R
evie
w
• 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
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Annual R
evie
w
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 well-rounded picture of the student’s growth and progress
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Recl
ass
ifica
tion
(Exit
ing)
of
ELLs • 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 grade-specific requirements.
19 TAC §89.1225
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Recl
ass
ifica
tion
of
ELLs
• 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.
19 TAC §89.1225 (i)
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Pare
nta
l N
oti
fica
tion/A
ppro
val
Bilingual Classroom
ESL Classroom
LEP Denials
Meets ExitCriteria
Meets ExitCriteria
Meets ExitCriteria
Non-LEP Non-LEP Non-LEP
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Pare
nta
l N
oti
fica
tion/A
ppro
val
• 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 student’s exit must be present in the student’s permanent record folder or a copy of parent notification.
• Suggested Forms are found in Staffnet
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Recl
ass
ifyin
g L
EP
Stu
dents
w
ith
Dis
abilit
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.
19TAC§89.1225
(k)§89.1230
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Evalu
ati
on o
f R
ecl
ass
ified
Stu
dents
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)
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Recl
ass
ified
Stu
dents
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 student’s performance and consider (b):
(1) The total amount of time the student was enrolled in a bilingual education or special language program;
(2) The student’s grades each grading period in each subject in the foundation curriculum under Section 29.002 (a) (1);
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Recl
ass
ified
Stu
dents
(3) The student’s 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
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Recl
ass
ified
Stu
dents
(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
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Requir
ed S
um
mer
Sch
ool P
rogra
ms
• 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
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Pro
gra
m
Evalu
ati
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
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Pro
gra
m
Evalu
ati
on
Conti
nued
• 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.
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BO
Y
LPA
C F
OR
MS
LPAC Meeting Calendar
Check List
Home Language Survey
Initial Review
Record of LPAC Meeting
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
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For
More
In
form
ati
on Jorge Altamirano
LPAC Coordinator
937-1631
920-5481