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Framework Manual 2014-2015
Language Proficiency Assessment Committee
Bilingual / ESL DepartmentMcKinney ISD
Judith Coffman, Director Amber Buie, Accountability & Compliance
Sonia Rhykerd, Secondary ESL Coordinator Abigail Hobart, Elementary Bil/ESL
Coordinator Sandy Vroman, Bil/ESL Curriculum
Coordinator Shelly Hansen, Department Secretary
Leticia Marquez, LPAC Clerk2
Content Objective
3
• LPAC Chairs will develop a schedule for LPAC responsibilities throughout the 2014-15 school-year to demonstrate their understanding of their duties.
Language Objective
• LPAC Chairs will verbally share their school-year LPAC Duties Calendar.
Introduction – Chapter 89
19 Texas Administrative Code (TAC) Chapter 89
Adaptations for Special Populations, Subchapter
BBThe 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).
4
Purpose of the LPAC Framework
5
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 • assessment of English language
learners as they attain language and academic proficiency.
What is the purpose of the LPAC Framework?
6
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
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
Definitions
7
• ELL – English Language Learner – a student who is in the process of acquiring English; ELL and LEP, Limited English Proficient, are used interchangeably.
• ESL – English As a Second Language – It is a PROGRAM, not a student.
8
Policy and Facilities
Each school district shall:• Identify an 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
19 TAC §89.1201, §89.1235
LAW
Goal of Bilingual Education
9
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 Spanish 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
LAW
Goal of ESL Programs
10
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 (Sheltered Instruction)
• 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
LAW
Staffing and Staff Development
11
• 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
LAW
Where does it all start?
All StudentsALL STUDENTS
12
HOME LANGUAGE SURVEY
Required LPAC Meetings throughout the school-year
13
• Upon initial enrollment - within the student’s first 20 school days: September 22, 2014
• 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
14
Identification• 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.
How many language, other than English are spoken in our McKinney Schools? 44
15
Identification of Transferring Students
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 20 school days of enrollment. Be sure that all of the necessary signed documents are in the student’s LPAC folder.
16
Identification of Transferring Students
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
• HLS HAS LANGUAGE OTHER THAN ENGLISH = IPT TEST
Timeline
The campus has 20 school days to complete the testing and convene as an LPAC to determine the ELL status of each student.So, how long do we have?September 22, 2014
17 19 TAC §89.1220(e)
Entry Assessment
Home Language Survey
Non-LEP TESTPre-K – 1st: IPT - Oral Language Proficiency Test2nd – 12th: ITBS - Norm referenced standardized
achievement test
19 TAC §89.1225 (a-g)
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)
18
19
Testing Administrator
The person administering the IPT - oral language proficiency test (listening and speaking) must have their IPT online Training Certificate and must be proficient in the language of the test.
www.onlineipt.com
Web-based training:http://www.ballardtighetraining.com/iptinservice/
ALL English IPT Testing – Each campus is responsible
Spanish IPT Bilingual Campuses – Each campus is responsible Elem ESL Campuses – CONTACT LETICIA MARQUEZ
Secondary Schools ESL Aide or Teacher
Newcomer Centers – ESL Newcomer Aides (Leticia can also help)
Who helps with IPT testing on your campus?
ELL Determinations
21
The LPAC Commitee, not the test administrator, must meet and review all
assessment results to determine ELL status.
LPAC Meeting (Membership)
TESTPre-K – 1st: IPT Oral Language
Proficiency Test 2nd – 12th IPT + ITBS
LPAC Meeting
LEP Non-LEP
22
Composition of the LPAC
23
• Each school district required to offer bilingual education and special language programs (ESL) shall establish an LPAC.
• The LPAC is composed of?– campus administrator*– professional bilingual educator* (Bil Ed)– ESL teacher/professional transitional
language educator*– parent of a current ELL participating in the
required bilingual or special language program (ESL)
• this parent may not be an employee of the school district, but can be an Aramark employee*
*All members must be present!
19 TAC §89.1220 TEC §29.063
Membership Guidelines
24
• 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.
Membership Guidelines
25
• 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 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.
LPAC Meeting Guidelines
26
All required members are given prior notification of meeting by LPAC Chair.
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 at each campus. Send a copy to Amber Buie
The committee meeting is adjourned.Documentation for each student is filled in the
student’s record folder.
27
Required Documentation
The student’s red LPAC folder shall contain: Identification of the student Designation of the students level of
proficiency Recommendations of program placement Parent approval for entry or placement
(stapled to the left side) The dates of program entry, annual review,
progress, and exit and monitored documentation, if appropriate
STAAR/STAAR L, IPT, TELPAS, and any other data collected by the district.
Linguistic and/or academic interventions, if appropriate
What are the Required LPAC Meetings throughout the school-year?
28
• Upon initial enrollment - within the student’s first 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
Here’s help for your LPAC calendar!
LPAC Responsibilities
29
• Identification of ELLs• Assessment and documentation review• Placement• Instructional methodologies and/or
interventions• Instructional linguistics accommodations or
accommodations for assessment• Coordination• Parental Approval• Annual Review (linguistic and academic
progress)
30
Eligibility for Students with Disabilities
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.
http://www.tea.state.tx.us/index2.aspx?id=2147496923
19 TAC §89.1230
19 TAC §89.1225 (f) (4)
• Dual Language / Two-way • Caldwell K-5th
• Transitional Bilingual/Early Exit (4th and 5th)
AND• Dual Language / One-way – K-3rd)
• Finch• Malvern• Webb• Burks• Vega 31
Bilingual Education Program
in McKinney
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.
Press ElemAll west-side elementary campusesAll secondary schools
Newcomer CentersFaubion MSMcKinney High School
32
ESL Program
19 TAC §89.1205 (d)
§89.1210
33
What other special programs can the LPAC make recommendations
for?• The LPAC is also responsible for facilitating
student participation in other special programs (Advanced Academics, Special Education, Career and Technical Education, Gifted and Talented, AVID, and Dyslexia).
19 TAC §89
Parental Approval
PLACEMENT: Required Bilingual Program
PLACEMENT: Required ESL Program
Parent Conference
No
Parental Permission
LEP Denial
Yes
Bilingual
Parental Notification
Non-LEP
Meets Exit/Reclassification Criteria
Parental Permission
Parent Conference
No
LEP Denial
Yes
ESL
Non-LEP
Meets Exit/Reclassification Criteria
F or S(Monitor)
53F or S(Monitor)
• After the LPAC recommends placement of the ELLs, written parental approval must be obtained.
• Remember - the parent approval form should be in both English and the native language of the parent.
35
Parental Approval
19 TAC §89.1240
• 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.
• Monitor and facilitate the educational process, as you would for all ELL students.
• Rate student’s listening, speaking and writing proficiency with TELPAS (beginning at Grade K through Grade 12) and the TELPAS Reading test beginning at Grade 2, until the child is no longer identified as LEP
• Title III, Part A, Subpart 2.Sec.3121(a)(4); TAC §89.1220(k); TEC §29.056136
Parent Denials – What do we have to do for
them?
37
What date do we use for the Parental Approval/Denial PEIMS Date
The date that the parent permission form is signed.
38
State Assessments
Bilingual Classroom
MEETS EXIT CRITERIA MEETS EXIT/ RECLASSIFICATIO
N CRITERIA
ESLClassroom
MEETS EXIT CRITERIA
LEP Denial
ELPS ELPSELPS
LPAC Decisions about State Assessments
39
In the spring of the current school year, the LPAC will convene to determine the appropriate assessment option for ELLs before the administration of the state criterion- referenced test that year.
Refer to the LPAC Decision-Making Process for the Texas Assessment Program for complete information.
http://www.tea.state.tx.us/student.assessment/ell/lpac/#manual
40
Annual Review
LEP DenialESLClassroom
Meets Exit Criteria
Non-LEP Non-LEP Non-LEP
Meets Exit/Reclassification
Criteria
Meets Exit Criteria
Bilingual Classroom
F or S (Monitor)
F or S (Monitor)
F or S (Monitor)
Annual Review
41
At the end of the year, the Committee reviewsevery 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
The LPAC should review: Benchmarks Classroom Tests State Criterion-Referenced Test Data ITBS and/or Aprenda
(when applicable) Standardized Achievement Test Data
IPT Data TELPAS, Rosetta Stone, iStation, TPRI,
Tejas LEE, etc. Passing grades in all subjects and
courses taken Any input that will give a well-rounded
picture of the student’s growth and progress
Annual Review
64
Reclassification (Exiting) of ELLs
43
A student may only be considered for reclassification, as Non-LEP, at the end of the school year based on the following criteria:
• Advanced High on TELPAS Listening and Speaking
• Achieve an Advanced High on TELPAS Writing or pass STAAR Writing on STAAR Writing years.
• Pass Reading on STAAR
• consideration of subjective teacher evaluation.
What’s different?
NO MORE END OF YEAR IPT!!!
NEW
44
Parental Notification/Approval
LEP Denial
Meets Exit Criteria
ESLClassroom
Non-LEP Non-LEP Non-LEP
Meets Exit/Reclassification
Criteria
Meets Exit Criteria
Bilingual Classroom
F or S(Monitor)
F or S(Monitor)
F or S(Monitor)
• 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 record folder.
• Exit Letters are found in the Wiki45
Parental Notification/Approval
Reclassifying ELLs with Disabilities
46
• 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.
http://www.tea.state.tx.us/index2.aspx?id=4098
19 TAC §89.1225 (k)
§89.1230
Thank you all for taking time out of your busy schedule to allow
us to give you the nitty gritty on LPAC procedures!
Questions?
Scenarios 47
¡Muchas Gracias!