IDENTIFICATION PROCESS

Beginning of Year LPAC ProceduresBilingual/ESL DepartmentCynthia S. Cruz2011-2012Language Proficiency Assessment Committee

1Chapter 89. http://ritter.tea.state.tx.us/rules/tac/chapter089/ch089bb.html2

Adaptations for Special Populations Subchapter BB. Commissioners Rules Concerning State Plan for Educating Limited English Proficient Students2Objective Clarification of legal requirements

Review of forms for implementation of Bilingual/ESL program

33Objective Delineate steps for:

identification ----- assessing students whose Home Language Survey has 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 Limited English Proficient (LEP)

monitoring -------- reviewing progress and performance of LEP students 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

44LPAC5

5ESTABLISH LPAC COMMITTEEComplete FORM 802-001 and turn in to Bilingual/ESL Department with September minutes

Be prepared for possible review by assigned Bilingual/ESL Department staff member prior to September submission date

ALL LPAC members MUST be trained by Bilingual/ESL Department Staff on a yearly basis

Parent may not be an employee of the Laredo ISD6

6LPAC Confidentiality StatementEACH LPAC Member must fill out and sign an Affidavit of Confidentiality, Form 802-002

English or Spanish 7

7LPAC GuidelinesAll required members are given prior notification of meeting

A chairperson conducts the meeting

Members review and discuss all students data and information

Members sign and date all documentation/LPAC forms

Decisions are included in LPAC minutes which are kept in a central location (campus Bilingual Dept.)

Documentation for student is filed in the students permanent record folder (bilingual section)88LPAC Required MeetingsUpon 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

Monthly/every six-weeks to discuss new entries and/or student progress

99LPAC ResponsibilitiesIdentification of LEP students

Assessment and documentation review

Placement

Instructional methodologies and/or interventions

Linguistic accommodations for assessment

Coordination

Parental Approval

Annual Review (linguistic and academic progress)1010IDENTIFICATION PROCESS11

111212STEP 1: Home Language Survey If answered Spanish (or language other than English) to question #1 or #2, 802- 003a/b proceed to testing to determine English proficiency Do not include the Home Language Survey in registration packet given out to all students (only one HLS is required upon initial entry to the district)

13*Parent permission for language proficiency is not required.

13Information Regarding Previous SchoolingIf a student transfers from a school in Texas try to get as much original documentation as possible, especially the Home Language Survey

If a student transfers from a school outside of Texas review documentation and proceed with TEXAS law, including Home Language Survey

Try to obtain proof of previous schooling (report cards, constancia de estudios)

Information regarding previous schooling is VERY IMPORTANT, especially if student has resided outside U.S. for 2 consecutive years (start counting in 1st grade) regardless of where he/she was born (802-022a/b)14

14Step 2: Assessment/Eligibility15TestPreK 1st GradeOral Language Proficiency Test (OLPT) score is below the level designated

2nd 12th GradeOLPT + Norm referenced standardized achievement test score is below the 40th percentile

or

English is so limited that instrument is not valid15Eligibility for Students with DisabilitiesStudents 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 committee are indentified as LEP.1616Step 2: Oral Language Proficiency TestingFollow the testing schedule

Make sure your school has enough personnel trained by the Bilingual Department

Order sufficient testing materials and plan ahead

Refer to LAS Links price list

The campus has four weeks (20 school days) to complete the testing and meet to determine the LEP status of each student - including Permission Letter (802-007a & b Elementary/ 802-008a & b Secondary)17

17Step 2: Oral Language Proficiency Testing18

1819LEPNon-LEP19Step 3: LPAC ReviewFill out necessary documentation prior to LPACing

At initial entry, fill out top section ONLY

Refer to HLS to determine years of schooling in US and if student is Recent Immigrant or Recent Arrival as per PEIMS definition

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20Detail for BOYID# = District ID, not Social Security numberRS = Raw Score, for Pre-LAS 2000 onlySC = Scale Score, for LAS LinksNRT = Norm Referenced Test, Terra Nova-CATInitial Enrollment date in US schools = look for documentationDocumentation in place = use checkmarks Student Status = Recent Immigrant (not born in US), Recent Arrival (born in the US), but in both cases student has been away from U.S. for TWO consecutive yearsY1, Y2, Y3 = A student who attended 1st grade, left for two years and then came back for 4th grade would be a Y2 student. The count starts in 1st grade Immigrant after 3 years = student has had immigrant status for 3 years already. Remember to add an END DATE in School-Max Enterprise under demographics.Initial LPAC Decision Date = date the LPAC metPEIMS entry date = date signed by parent on the Permission Letter

21Student Name: ____________ID #_______________PEIMS # ________________ DOB:______________Initial Enrollment date in U.S. Schools ______Documentation in Place:____ HLS _____Permission Letter ___* EIS 802-030 (If new HLS, this form not required)Student Status: _____Recent Immigrant (_____Y1, ____Y2, _____Y3) _____Immigrant (after Y3) _____New Entry ______Continuing LEP _____Recent Arrival (_____Y1, ____Y2, _____Y3) _____Migrant Initial LPAC Decision Date _________ PEIMS Entry Date __________Parental Denial/Waiver _____ (Y/N) Initial OLPT Level and Raw Score Campus____________English Level_______ RS/SC_____ Spanish Level ______ RS/SC ____Test used: ______Date:_______ NRT RDNG________% Lang.________% (2nd gr. On) _________

LPAC Student Assessment History for LEP Students 21STEP 4: Letter to ParentsDO NOT hand out letter at time of registration

Letter MUST be signed AND dated by PARENT, 802-007a/b (Elementary) 802-008 a/b Secondary)

If student was tested in the summer with OLPT (Pk3-4), please indicate with initialed handwritten note (Summer Testing) on HLS. That will account for lapse of more than 20 days from HLS to final LPAC review/date on letter

NEVER, EVER backdate and NEVER, EVER ask parents to leave date blank22

22Bilingual/ESL ProgramsTRANSITIONAL BILINGUAL/EARLY EXIT (b2)Dual language/two way (b4)Content area instruction is provided in both the students primary language and EnglishLiteracy development in the primary language facilitates transfer from primary language (L1) to second language (L2)Oral language testing requirements in both the primary language and English must be reviewed for placementESL is a component of the bilingual program23Esl/content based (e2) 23Program PlacementPending parent approval of LEP students entry into the Bilingual/ESL program, the district/school will place the student in the recommended program. Upon approval, the student will be coded LEP in PEIMS.

** The date the parent signs the parental approval form indicates the entry date/LEP funding begins.2424Parent DenialsIf a parent denies the placement decision, then the student is identified in PEIMS as LEP with a parental denial until the student meets exit criteria Parent denials still participate in TELPASThe LPAC monitors/annually reviews the students progress for two years after they meet exit criteria**The LPAC should inform teachers which students are parent denials2525Parental Denial - FYIIf a PK student is identified LEP and does not meet any other criteria: economically disadvantaged, parents in the military, homeless, etc. and the parent Denies the bilingual program (services) and the only summer school program available is a bilingual education program, then the student will not be eligible to attend.26

26STEP 5: LPAC Documentation (contd)Use form 802-004b to document Parental Denials (Waivers)27

27Documentation of Attempts to Complete Required FormsUse form 802-005 to document attempts to collect forms sent home

This is especially important if Identification Process goes beyond the required 20 days

attach Truant Officers documentation if possible28

28STEP 5: LPAC DocumentationUse Form 802-004a to list names of students to be enrolled in the Bilingual/ESL Program (new entries)

Use this form to double check Report ST21129

29Exiting EOY when they meet the criteriaA student may only be considered for exiting at the EOY based on the following criteria:Proficiency in oral English languageProficiency in English reading and writing (TELPAS)Consideration of subjective teacher evaluation

The ARD committee, in conjunction with the LPAC shall determine an appropriate assessment instrument and performance standard requirement for exit of LEP students with disabilities

** see exit criteria chart for grade-specific requirements**Pre-Kinder and Kindergarten students may not be exited3030Exiting Parent NotificationParents must be notified that the student has met state criteria for exit and will be monitored for two years, 802-018a/b

Parent approval of the students exit must be present in the students permanent record folder

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31STEP 5: LPAC Documentation (contd)Use Form 802-004c to list names of students to be Exited

These are the newly labeled M1 students in PEIMS32

32Monitored Students33

Use Form 802-004d for students to be classified as M133Evaluation of Exited (M1/M2 students)The LPAC monitors students who are exited from the bilingual program. If the student earns a failing grade in a subject in the foundation curriculum during a grading period in the first two school years after the student is exited, the LPAC must review the information to determine whether the student should be reenrolled in a bilingual program.3434STEP 5: LPAC Documentation (contd)Use Form 802-019a & b to monitor performance after Exit

Assigned LPAC Member completes page 1 only if no failing scores on Report Card

Entire LPAC completes both pages if student received one failing grade or a corrective disciplinary action

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35STEP 5: LPAC Documentation (contd)Use Form 802-004g for students to be classified as Non-LEP in Language Classification after M2 status

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36STEP 5: LPAC Documentation (contd)Use Form 802-020for monitoring of continuing LEP students in need of intervention

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37STEP 5: LPAC Documentation Use Form 802- 014a to document any and all LPAC activity

Indicate action taken

If no action taken during a particular month, LPAC Administrator must sign, date and write in NO ACTION TAKEN38

38STEP 5: LPAC Documentation (contd)Use Form 802-014b to keep track of LEP Count

Send in by specified date (see Important Dates to Remember).

Leave September count throughout the year.

LEP count should match Report ST211 once withdrawals are removed

Keep a copy of triplicate withdrawal forms

Keep track of transfers39

39A WORD TO THE WISE!Remember that LPAC decisions DO IMPACT INSTRUCTION (instructional level/placement, language of instruction , to test or not to test, exiting, etc) by MOY all instruction/assessment decisions should have been discussed/agreed upon (Oct./Jan. minutes), 802,014c

**The LPAC should meet consistently and with enough time to review the information carefully.**no drive-by meetings or signing sessions are acceptable40

40Questions to ask of the LPACHow many LEP students do we have at each grade level?

How many LEP students learned what they needed to learn on grade level?

How many LEP students progressed one proficiency level in their second language?

What percentage of the LEP students did not learn on grade level this year?

As we reviewed the candidates for Exiting the program, what scores did they have in their Listening, Speaking, Reading, and Writing in their second language?

In what content area were the Monitored students failing regularly?

Are all the decisions of the LPAC reflected correctly on PEIMS?

Are we (LPAC) ready to share this information with our campus staff?4141Questions42

42Important Dates to Remember43

43Contact Information44Cynthia S. Cruz, Interim Bilingual/ESL Director Elementary Reading DeanOffice -721-4510(4639)Susie Uribe, Secretary (4630)Eva Lopez (4629)LeyendeckerD. D. HacharSta. MariaAlma PierceGallegoBruniFariasJ. C. MartinDaichesHeights

Pilar Tristan (4623)TarverRyanSanchez/OchoaDovalinaMacdonellLigardeMiltonKawasSanto NinoZachry

Ilda Gonzalez (4624)Christen MiddleCigarroa Middle Lamar MiddleMemorial Middle(Lara)

Maria Fransica Gonzalez(4621)Cigarroa HighMartin HighNixon HighEarly College(VMT Lara)Cindy Garcia, Data SpecialistLPAC Contact Person (4620)44

THANK YOU FOR YOUR PARTICIPATION!!!

HAVE A GREAT SCHOOL YEAR!

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