Elementary Campus

LPAC Training

Elementary Campus

LPAC Training

Mansfield ISD

LPAC stands for

LanguageProficiency

AssessmentCommittee

Commonly used acronyms relating to ESL/Dual

Language

• LEP Limited English Proficient• Dual Language Education (DLE) Model of Bilingual Education • ELL English Language Learner• CALP level Cognitive Academic

Language Proficiency Level

• LPAC Committee that determines program placement and monitors progress of all LEP

students

Home Language Survey

If the Home Language Survey lists any language other than English/English, the student must be tested for English language proficiency.

CALP LEVELSA student’s Oral English Language Proficiency is reported using CALP levels as determined by the results of the Woodcock-Munoz Language Scales.

CALP = Cognitive Academic Language ProficiencyLevels 1 – 6Level one = little English language proficiencyLevel 4 or above – orally fluent in English

If CALP is less than 4, a student qualifies as an English Language Learner and receives DL or ESL services.

Policy onConfidentiality

“In performing their duties, LPAC committee members shall be acting for the district and shall observe requirements regarding confidentiality of information regarding individual students and student records.”

LPAC CommitteeMembership

• Administrator (principal or assistant principal only)

• Parent of an ESL student (cannot be MISD employee)

• Certified Transitional Language Educator (ESL or Dual Language certified teacher)

• One additional member is desired but not required (classroom teacher, counselor).

Duties ofLanguage Proficiency

Assessment Committee1. Classify students as LEP (Limited

English Proficiency) within 4 weeks of enrollment based on Home Language Survey, the Woodcock-Munoz Language Survey and other norm referenced scores.

2. Recommend the appropriate instructional placement for all identified LEP students, including those identified for Special Education.

Continued……..

3. Facilitate the participation of LEP students in other special programs for which they are eligible.

4. Reclassify LEP students, including denials, as English Proficient when they meet criteria to exit ESL/Bilingual Program.

5. Monitor the academic progress of each student who has exited program within the past 2 years.

6. Ensure representation on the ARD committee for each LEP student who qualifies for special education program services.

The MOST important document for the

classroom teacher to know about is the:

Home Language Survey Home Language Survey Home Language Survey Home Language Survey Home Language Survey Home Language Survey Home Language Survey Home Language Survey Home Language Survey Home Language SurveyHome Language Survey Home Language Survey

Home Language Survey Home Language Survey Home Language Survey Home Language Survey Home Language Survey Home Language Survey Home Language Survey Home Language Survey Home Language Survey Home Language SurveyHome Language Survey Home Language Survey

Home Language Survey Home Language Survey Home Language Survey Home Language Survey Home Language Survey Home Language Survey Home Language Survey Home Language Survey Home

Language Survey Home Language Survey Home Language Survey Home Language

Survey Home Language Survey

THE most important document to look for is the

Home Language Survey

• Each teacher is responsible for checking cumulative folder of every student in his/her class at the beginning of year and as new students arrive.

• If anything other than English/English is written on HLS, make a copy of HLS and place in

ESL teacher’s box ASAP.

Please sign the LPAC training verification

form.

Thanks!