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

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• 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).

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Purpose of the LPAC Framework

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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?

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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

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• 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.

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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

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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

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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

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• 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

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HOME LANGUAGE SURVEY

Required LPAC Meetings throughout the school-year

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• 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

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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

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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.

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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)

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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

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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

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Composition of the LPAC

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• 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

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• 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

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• 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

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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.

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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?

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• 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

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• 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)

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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

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ESL Program

19 TAC §89.1205 (d)

§89.1210

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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.

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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.

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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

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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

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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

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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

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Reclassification (Exiting) of ELLs

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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

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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

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• 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!