LANGUAGE PROFICIENCY ASSESSMENT COMMITTEE2011-2012 LPAC Training

Bilingual & ESL ProgramsDepartment for Second Language Education

Alief Independent School District

Why Are We Here?

It’s the Law!

• 19 Texas Administrative Code (TAC), Chapter 89

• Texas Education Code (TEC) Chapter 29

WHAT is theLANGUAGE PROFICIENCY

ASSESSMENT COMMITTEE?

What is the LPAC?

LPAC Defined

The Language Proficiency Assessment Committee (LPAC) serves as the foundation for the education of LEP students. At the time a student with a language other than English enters the school system, the committee responsibilities are set in motion.

What is the LPAC?

Members of the LPAC By law, LPAC members must consist of…

Administrator

Bilingual and/or ESL Teacher

Parent of a LEP Student

NOTEMembers of the LPAC must be trained and sign Oath of Confidentiality

What is the LPAC?

Members of the LPAC

The parent cannot be an employee of the district.

A parent representative must be present at every LPAC meeting.

What is the LPAC?

Members of the AISD LPACAdministrator

ESL Lead Teacher* / Department Chair*

ELD Interventionist (Elem/Inter Campuses Only)

Parent of a LEP Student

Counselor

*Serves as the LPAC Chairperson

What is the LPAC?

Members of the AISD LPACNOTE

Bilingual campuses must have a bilingual certified teacher on the LPAC (ESL Lead Teacher or ELD Interventionist may fill this requirement)

Parent cannot be an employee of school district (If parent does not understand English, an interpreter must be provided)

Although not official members of the LPAC, Compliance ESL Paraprofessionals play a vital role in the preparation for LPAC meetings.

What is the LPAC?

LPAC #1 Responsibility

The LPAC’s primary responsibility is to serve as an advocate

for each LEP student.

What is the LPAC?

LPAC Responsibilities Each member of the LPAC Committee is responsible for the

identification of students who are limited in English; to oversee the placement of students in the bilingual or ESL programs (includes seeking parent permission for participation); review and monitor LEP student progress and performance; make assessment decisions for students; exit and reclassify students when they meet state exit criteria; and monitor progress of students who have been exited/reclassified for two years after exit/reclassification.

What is the LPAC?

AISD LPAC Responsibilities Meeting #1

Train Members of LPAC

Identify new LEP Students

Place all LEP Students in LEP Programs

Assign English Proficiency Level of new LEP Students

Complete appropriate paperwork for the above decisions(Include students who were tested but did not quality)

LPAC meeting must occur within 20 days after first day of school (SEPT 19, 2011).

What is the LPAC?

AISD LPAC ResponsibilitiesMonthly Meetings

Identify & place new LEP Students in LEP Programs Assign English Proficiency Level of new LEP Students Discuss Linguistic & Academic progress of LEP Students Discuss Interventions for LEP Students Review Year1 and Year2 Monitors (progress reports & report cards) Review any changes for the month (includes withdrawals and

special cases) Complete appropriate paperwork for the above decisions

What is the LPAC?

AISD LPAC ResponsibilitiesAssessment Decisions Meeting (Spring 2012)

Make assessment decisions for state assessments Which assessment will each student take?

If not ready for testing, does the student qualify for an exemption? If yes, student will take LAT version of test.

Which language will the student be tested? Spanish or English?

Complete appropriate paperwork for the above decisions

What is the LPAC?

AISD LPAC Responsibilities

End of Year Meeting (May 2012)

Report Spring Assessment Results of LEP Students OLPT, TAKS, TELPAS, etc.

Identify students who will continue in Bilingual or ESL programs

Identify students who will exit or be reclassified (see new EXIT criteria)

Complete appropriate paperwork for the above decisions

What is the LPAC?

AISD LPAC Responsibilities

ARD / LPAC Collaboration Team

Identify students who may need LEP and Special Education services

Determine LEP identification criteria for students

Determine LEP exit criteria for students

Exit LEP students when they meet criteria set by ARD/LPAC Team

Complete appropriate paperwork for the above decisions

The ARD/LPAC meeting is a separate meeting from regular LPAC monthly meetings

WHAT is theLPAC PROCESS?

LPAC PROCESS

This process is triggered by the Home Language Survey which is completed by a parent or guardian for students in Grades Pre-K through 8, or by the student in Grades 9-12 at the time of registration.

LPAC PROCESS

Home Language Survey• Two Questions

– Which language does student speak most of the time?

– Which language is spoken in the home most of the time?

• Response to Questions

– If one of the questions above is answered with a language other than English, testing must begin.

LPAC PROCESS

TESTING• Oral Language

– PK through 1st grade: IPT Test (NES, LES, FES)

– 2nd through 12th grade: IPT Test (NES, LES, FES)

• Reading/Language (2 tests)

– 2nd through 12th grade: Standford 10 Test Below 40 %ile in just one test indicates LEP status

LPAC PROCESS

ENGLISH PROFICIENCY Using TELPAS rubric, a teacher of the LEP student in collaboration with

the ESL Lead Teacher/Department Chair will rate a student in each area below:

Listening: Beg, Inter, Adv or Adv-HighSpeaking: Beg, Inter, Adv or Adv-HighReading*: Beg, Inter, Adv or Adv-HighWriting: Beg, Inter, Adv or Adv-High

*Students in grades 2-12, may take a released TELPAS reading test.

LPAC PROCESS

ENGLISH PROFICIENCY Once a rating is assigned to each language skill,

a composite rating will be determined.

Beginner: has little or no ability to understand/use English

Intermediate: has some ability to understand/use English

Advanced: has ability to engage in grade-appropriate in English with language support

Advanced-High: has ability to engage in grade-appropriate in English with minimal language support

LPAC PROCESS

INSTRUCTION for LEP STUDENTSAISD provides three programs for LEP students:

Transitional Bilingual Education Program

Two-Way Dual Language Immersion Program

English as a Second Language Program

LPAC PROCESS

INSTRUCTION for LEP STUDENTS Transitional Bilingual Education Program

Grades PK-6

INSTRUCTION

First Language Development (Spanish)Second Language Development (English)

Content Development

NOTE Student is taught on-grade level state curriculum; teaching uses sheltered instruction procedures when teaching in English.

PROGRAM GOAL

English Proficiency

NOTEOnce a student meets state exit criteria, student exits the bilingual program and moves to general education program.

LPAC PROCESS

INSTRUCTION for LEP STUDENTS Two-Way Dual Language Immersion Program

Grades K-2 @ Holmquist Elementary

INSTRUCTION

First Language Development (Spanish)Second Language Development (English)

Content Development

NOTE Student is taught on-grade level state curriculum; teaching incorporates sheltered instruction procedures when teaching in both languages.

PROGRAM GOAL

Bilingualism: English & SpanishBiliteracy: English & Spanish

Biculturalism

NOTEOnce a student meets state exit criteria, student exits LEP status, however continues in dual language program in order to meet the goal of the program.

LPAC PROCESS

INSTRUCTION for LEP STUDENTS English as a Second Language Program (ESL)

Grades PK-12

INSTRUCTION

English Language DevelopmentContent Development

NOTE Student is taught on-grade level state curriculum; teaching incorporates sheltered instruction procedures.

PROGRAM GOAL

English Proficiency

NOTEOnce a student meets state exit criteria, student exits the ESL program and moves to general education program.

LPAC PROCESS

PARENT PERMISSION

Before a LEP student can officially be placed in a LEPprogram, parent permission must be obtained.

LPAC PROCESS

STUDENTS COMING FROM ANOTHER SCHOOL DISTRICT

Texas Public School District: If a student has been identified as LEP in another Texas school district, AISD will honor decisions made by the former district’s LPAC. No testing required for identification. Student will continue in program he/she participated in previous district. Campus must obtain copy of original Home Language Survey and copy of LPAC paperwork from previous district.

Outside Texas Public School District: If a student has been identified in a school district outside of Texas, AISD must follow LEP identification procedures and base program decisions on AISD test results.

Getting Started

GETTING STARTED

What to do? Determine who will serve on LPAC

Prepare for LPAC Training (use slides #1-27)

Schedule LPAC Meetings for the Year

Prepare LPAC forms for Meeting #1 (see next slide)

GETTING STARTED

LPAC FORMS

Make 1 copy of LPAC Committee Operations Report

Make 1 copy of Verification Statement of LPAC Training

Make enough copies of Oath of Confidentiality for each LPAC member including ESL Compliance paraprofessionals

GETTING STARTED

LPAC FORMS Run e-School Plus Campus LEP Rosters

Follow formula provided Provide columns for roster as shown in example All students who were tested must be on this roster Students who are non-LEP participating in LEP programs…

leave LEP status blank and write in Comments Section… Parent Request

GETTING STARTED

LPAC FORMS

Home Language Survey: pink copy or copy of original of each new student

LPAC Assessment Form, page 1: make copy of each new student entering bilingual or ESL program

ELD Intervention Roster: ELD Interventionist will provide this form. (Elementary/Intermediate campuses only)

LPAC MEETING #1

LPAC MEETING #1

MEETING AGENDA Welcome & Introductions LPAC Membership Training Oath of Confidentiality Students Identified as LEP and Non-LEP Withdrawals & Special Cases Student Issues Closing

LPAC MEETING #1

MEETING AGENDA

Welcome & Introductions

Introduce every member of the LPAC

NOTEIf the parent representative does not understand English,

an interpreter must be present

LPAC MEETING #1

MEETING AGENDA

LPAC Membership Training

Go over slides # 1 - 27in this powerpoint presentation

NOTEOnce training is completed, complete the training form

and obtain signatures

LPAC MEETING #1

MEETING AGENDA

Oath of Confidentiality

All information discussed at LPAC meetings is confidential information.

This is the law.

NOTEObtain signatures on Oath of Confidentiality forms.

LPAC MEETING #1

MEETING AGENDA

Students Identified as LEP

Discuss how these students met LEP criteria:

Students are indicated on e-School Plus spreadsheet with… Y = Yes, Student is LEP

W = Student is LEP, however parent denied services I = LEP & Special Education only

LPAC MEETING #1

MEETING AGENDA

Students Identified as non-LEP

Students are indicated on e-School Plus spreadsheet with… T = Tested, Did Not Qualify

F = First Year Monitor S = Second Year Monitor

LPAC MEETING #1

MEETING AGENDA

Withdrawals & Special Cases

Discuss any withdrawals of LEP students from the campus

Discuss how parent make decisions to place their non-LEP children into LEP programs.

This also includes those student who were tested and did not qualify

LPAC MEETING #1

MEETING AGENDA

e-SCHOOL PLUS CAMPUS LEP ROSTER

Obtain signatures after reviewing roster of LEP and Non-LEP students.

LPAC MEETING #1

MEETING AGENDA

Student Issues

If there are any student concerns, this is the time to discuss them. The LPAC will...

Discuss the concern/issueDetermine course of action (if any)Record decisions in LPAC minutes

LPAC MEETING #1

MEETING AGENDA

Closing

Before meeting ends, make sure all signatures have been obtained for all LPAC forms.

Thank everyone for their participation and remind them of their oath of confidentiality.

SETTING UP THELPAC MINUTES NOTEBOOK

LPAC NOTEBOOK

LPAC DOCUMENTATION

Every campus must have an LPAC Minutes Notebooks for documenting all LPAC meetings

Binder is divided by months of the year starting with September

Monthly minutes plus LPAC forms must be filed under month of meeting

Withdrawal of LEP Students Form to be kept in binder (front or back of binder)

NOTEFollow LPAC Minutes Notebook Set-Up & Guidelines for details

QUESTIONS?

THANK YOUfor

COMING!