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Rogers LPAC Guide (Secondary) Fall 2013 Language Placement and Assessment Committee (LPAC)—Processes and Procedures

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Page 1: Rogers LPAC Guide (Secondary) Fall 2013 Language Placement and Assessment Committee (LPAC)— Processes and Procedures

Rogers LPAC Guide (Secondary)

Fall 2013

Language Placement and Assessment Committee (LPAC)—

Processes and Procedures

Page 2: Rogers LPAC Guide (Secondary) Fall 2013 Language Placement and Assessment Committee (LPAC)— Processes and Procedures

Goal/ObjectivesBy the end of the LPAC training, participants will be able to answer these Guiding Questions:

• What is LPAC?• Why is LPAC necessary?• Who is involved in LPAC?• What are the functions of

the LPAC?Rate Yourself:

0. L-PAC?? I don’t like rap music

1. I think I’ve heard of LPAC

2. I’ve been to an LPAC meeting

3. I know why we have LPACs

4. I can lead an LPAC meeting

Page 3: Rogers LPAC Guide (Secondary) Fall 2013 Language Placement and Assessment Committee (LPAC)— Processes and Procedures

APK: Anticipation Guide (5 minutes)(Access Prior Knowledge)

Directions:

Complete the LPAC Anticipation Guide

Page 4: Rogers LPAC Guide (Secondary) Fall 2013 Language Placement and Assessment Committee (LPAC)— Processes and Procedures

New Information:Purpose of Rogers LPAC Guide

• To clarify legal requirements of the LPAC• To provide district approved forms for LPAC

purposes• To integrate State and Title III of Public Law 107-110

(No Child Left Behind) requirements regarding the:– Identification and placement– Parental notification– Annual review and– Assessment

of English Language Learners as they attain language and academic proficiency.

Page 5: Rogers LPAC Guide (Secondary) Fall 2013 Language Placement and Assessment Committee (LPAC)— Processes and Procedures

Rogers LPAC Guide ContentsThis Rogers LPAC Guide delineates the steps that

must be followed in the:

•Identification – Assess students whose Home Language

Survey has a language other than English and who is

determined to have limited English proficiency•Processing – Review assessment information as LPAC to

make placement decisions•Placement – Determine the appropriate program for students

identified as an English Language Learner (ELL)•Monitoring – Review progress and performance of ELL

students in their intensive language instruction program as well

as the determination for exit and follow up of students as they

transition into mainstream English programming

Page 6: Rogers LPAC Guide (Secondary) Fall 2013 Language Placement and Assessment Committee (LPAC)— Processes and Procedures

LPAC Definition

• Language Placement and

Assessment Committee – the committee of educators responsible for identification, placement, assessment, and service determinations for language minority students

Page 7: Rogers LPAC Guide (Secondary) Fall 2013 Language Placement and Assessment Committee (LPAC)— Processes and Procedures

Federal Expectations

• “Recipients should have procedures in place for identifying and assessing LEP students…if language minority students in need of an alternative language program are not being served, the recipient is in violation of Title VI.”

http://www2.ed.gov/about/offices/list /ocr/docs/lau1991.html

Page 8: Rogers LPAC Guide (Secondary) Fall 2013 Language Placement and Assessment Committee (LPAC)— Processes and Procedures

Title III: Language Instruction for English Language Learners and Immigrant Students

• Ensure that children who are limited English proficient, including immigrant children and youth: – attain English proficiency; – develop high levels of academic attainment in

English; and– meet the same challenging State academic

content and student academic achievement standards, including in core academic subjects, as all children are expected to meet.

Page 9: Rogers LPAC Guide (Secondary) Fall 2013 Language Placement and Assessment Committee (LPAC)— Processes and Procedures

Title III: Required Objectives and Activities

1. Increase the English proficiency of ELLs by providing high-quality language development programs that are founded on scientifically-based research demonstrating the effectiveness of the programs

2. Provide high-quality professional development to teachers, principals, administrators, and other school or community-based organizational personnel

Page 10: Rogers LPAC Guide (Secondary) Fall 2013 Language Placement and Assessment Committee (LPAC)— Processes and Procedures

Title III: Required Objectives and Activities (cont’d.)

3. Improve the instructional program for ELLs by identifying, acquiring, and upgrading curricula, instructional materials, and educational software

4. Provide (a) tutorials and academic or vocational education for ELLs; and (b) intensified instruction

Page 11: Rogers LPAC Guide (Secondary) Fall 2013 Language Placement and Assessment Committee (LPAC)— Processes and Procedures

Title III: Required Objectives and Activities(cont’d.)

5. (a) Provide community participation programs, family literacy services, and parent outreach and training activities to ELLs and their families to improve the English language skills of ELLs and

(b) Assist parents in helping their children improve their academic achievement, and become active participants in the education of their children

Page 12: Rogers LPAC Guide (Secondary) Fall 2013 Language Placement and Assessment Committee (LPAC)— Processes and Procedures

Arkansas LPAC Purposes

• “5.02 School districts shall maintain documentation of each student identified as an ELL.” http://adesharepoint2.arkansas.gov/memos/Lists/Approved%20Memos/Attachments/27/RuleGovSpecNeedsFundingV12Finalnomarkup.pdf

• “Documentation is required on all LEP students during enrollment in the ESL program and for two years after exiting the ESL program. Each student’s progress should be reviewed and documented on a yearly basis by the school’s LPAC.” (Arkansas’ NCLB Accountability Workbook, Section 5.4, http://www.arkansased.org/public/userfiles/Academic_Accountability/NCLB/accountability_wkbk_092210.pdf )

Page 13: Rogers LPAC Guide (Secondary) Fall 2013 Language Placement and Assessment Committee (LPAC)— Processes and Procedures

ELLs – Defined by ADE• 3.09 “English Language Learners (ELL) are

students identified by the State Board of Education (State Board) as not proficient in the English language based upon approved English proficiency assessment instruments which measure oral, reading, writing, speaking, listening, and comprehending English.”

• http://www.arkansased.org/public/userfiles/rules/Current/ade268_SpecNeedsFunding_-_June_2012.pdf

Page 14: Rogers LPAC Guide (Secondary) Fall 2013 Language Placement and Assessment Committee (LPAC)— Processes and Procedures

Why do ELLs get “special consideration”?

• Equity (fair) vs. equality (same)• Should we provide each student with

the same thing(s), or should we provide each student with what s/he needs?

• http://www.youtube.com/watch?v=QvZEpOAcQ44&feature=related

Page 15: Rogers LPAC Guide (Secondary) Fall 2013 Language Placement and Assessment Committee (LPAC)— Processes and Procedures

LPAC Responsibilities

• Identification of ELL students• Assessment and documentation review• Placement• Instructional methods and/or interventions• Linguistic accommodations for

assessment • Coordination• Parental Notifications • Annual Review (linguistic and academic

progress)

Page 16: Rogers LPAC Guide (Secondary) Fall 2013 Language Placement and Assessment Committee (LPAC)— Processes and Procedures

LPAC Responsibilities (cont’d.)

• The LPAC is responsible to recommend and facilitate student participation in other special programs – Special Education, REACH, etc.

Page 17: Rogers LPAC Guide (Secondary) Fall 2013 Language Placement and Assessment Committee (LPAC)— Processes and Procedures

Building LPAC Members

• ESOL Specialist, ex officio• Building Administrator• ESOL Teacher • Classroom Teacher or Counselor

Page 18: Rogers LPAC Guide (Secondary) Fall 2013 Language Placement and Assessment Committee (LPAC)— Processes and Procedures

LPAC Members• All LPAC members shall be trained by ESOL

department staff during the first quarter every other school year

• Sign in sheets from LPAC trainings need to be submitted to the ESOL Director (or LPAC clearly indicated in My Learning Plan when offered as part of PD)

• The student’s parents are not required to attend LPAC meetings

• At least 3 members must be present at LPAC meetings

• Follow specific written guidelines for each of these meetings as provided by the ESOL Office (i.e., Annual Reviews, etc)

Page 19: Rogers LPAC Guide (Secondary) Fall 2013 Language Placement and Assessment Committee (LPAC)— Processes and Procedures

Required LPAC Meetings

• Upon initial enrollment- – within the first 30 days of the school year or – within two weeks of enrollment if enrolled later in the

year• Once a year for Annual Review for the following

year’s placement decisions, which may include the use of linguistic accommodations, as appropriate, for classroom instruction and assessment

• As needed to discuss student progress, i.e., Status Change decisions

Page 20: Rogers LPAC Guide (Secondary) Fall 2013 Language Placement and Assessment Committee (LPAC)— Processes and Procedures

LPAC Meetings All members:

• are given reasonable prior notification of meeting in accordance with respective deadline

• meet together• review and discuss all student data and

information• arrive at appropriate decisions• sign and date all documentation/LPAC forms

Original documentation for each student is filed at the district ESOL Office, and a copy is placed in the student’s cumulative file at the building

Page 21: Rogers LPAC Guide (Secondary) Fall 2013 Language Placement and Assessment Committee (LPAC)— Processes and Procedures

District ESOL/LPAC Resources

• Rogers ESOL Website (http://esol.rogersschools.net) under “Educator Resources”>ESOL Forms

>LPAC Resources

Page 22: Rogers LPAC Guide (Secondary) Fall 2013 Language Placement and Assessment Committee (LPAC)— Processes and Procedures

Initial Identification

*Parent permission for screening/language proficiency testing is not required.

All Students—Complete Home Language Survey (HLS) upon

Initial Enrollment

ANY answer is other than “English”

Contact ESOL office for screening*

Send copy of HLS to ESOL office

ALL answers are “English”

Not processed for ESOL services

Page 23: Rogers LPAC Guide (Secondary) Fall 2013 Language Placement and Assessment Committee (LPAC)— Processes and Procedures

Screening Processes

• Home Language Survey – completed during initial enrollment in Rogers by EVERY student

• ELL Student Referral – completed by staff when HLS does not trigger screening and staff have evidence of a need to screen a student

Both available under “ESOL Forms” section

Page 24: Rogers LPAC Guide (Secondary) Fall 2013 Language Placement and Assessment Committee (LPAC)— Processes and Procedures

Students Transferring to Rogers

From a school in Arkansas:• ESOL office – Review the withdrawal form, if

available, to see if he/she was being served in a program or identified ELL in APSCN

• ESOL office – Try to get as much original documentation as possible, especially language proficiency testing results, LPAC decisions, HLS (attempts are documented)

Page 25: Rogers LPAC Guide (Secondary) Fall 2013 Language Placement and Assessment Committee (LPAC)— Processes and Procedures

Students Transferring to Rogers

From a school outside of Arkansas:• ESOL Office – Review any school records

brought in by the student• ESOL & School Office – Proceed with

district guidelines, including HLS, for identification as outlined for students new to the district

Page 26: Rogers LPAC Guide (Secondary) Fall 2013 Language Placement and Assessment Committee (LPAC)— Processes and Procedures

Timeline for Initial Identification

• Initial screening, assessment, placement, and parent notification must occur:– Within first 30 days of school year beginning OR– Within first two weeks of enrollment if occurring

after beginning of the school year http://www2.ed.gov/policy/elsec/leg/esea02/pg50.html#sec3302

Page 27: Rogers LPAC Guide (Secondary) Fall 2013 Language Placement and Assessment Committee (LPAC)— Processes and Procedures

Entry AssessmentContact ESOL

office for screening*

Test with Grade appropriate

MACII or use ELDA scores 4th –

12th if transfer within first semester

Test with NNAT (Gr. 3-12), EAME (Gr. 4-12 math),

Spanish LAS (Gr. 2-12 if recent education in

Spanish)

Parent Interview

Initial Language Placement Committee

Recommendation Form completed and sent to LPAC

for processing

*Parent permission for screening/language proficiency testing is not required

Page 28: Rogers LPAC Guide (Secondary) Fall 2013 Language Placement and Assessment Committee (LPAC)— Processes and Procedures

Initial Placement RolesGr. 1-12 all year and Kindergarten after 3rd Week of School

• Testing administrator(s)/Interviewer(s)—at ESOL Office; responsible for gathering information, administering / scoring assessments, works under direction of ESOL Director with guidance from ESOL Specialists

• ESOL Specialists—reviews interview/assessment data and makes initial placement at ESOL office; notifies parents of language proficiency testing results at ESOL office; collaborates with building LPAC to confirm initial placement

• Building LPAC—reviews initial placement information from ESOL office and verifies placement and accommodations decisions in collaboration with ESOL Specialist

Page 29: Rogers LPAC Guide (Secondary) Fall 2013 Language Placement and Assessment Committee (LPAC)— Processes and Procedures

Entry Assessment

• Initial Placement based on MACII and/or ELDA scores and information available regarding prior education

• See “LPAC Resources” for:– Grade Level Placement Guidelines– Overview of Entry Assessment and

Placement – ESOL Program Entry Criteria

Page 30: Rogers LPAC Guide (Secondary) Fall 2013 Language Placement and Assessment Committee (LPAC)— Processes and Procedures

ESOL Program

• Uses second language methods throughout the curriculum

• Provides instruction that includes common core based academic content and language development standards

• Differentiates instruction of content according to language proficiency levels

• Provides academic instruction that is on grade level

Page 31: Rogers LPAC Guide (Secondary) Fall 2013 Language Placement and Assessment Committee (LPAC)— Processes and Procedures

Required Data in APSCN(Maintained by ESOL office)

Screen 102• ELL Entry Date• ELL Denied Services Date• ELL Exited Date• Former ELL Monitored Year 1 and Year 2• Immigrant

Screen 100• ELL status (Field 23)• ESOL program level (Field 16)

Page 32: Rogers LPAC Guide (Secondary) Fall 2013 Language Placement and Assessment Committee (LPAC)— Processes and Procedures

Reclassification of ELL students

• A student in grades 1-12 may be considered for reclassification to FEP (Fluent English Proficient) ONLY if ALL exit criteria as established by ADE are met:– Student must score proficient or above in all sections of an

English Language Proficiency Assessment (ELPA).– Student must earn a grade of “C” (“3”) or above in all core

subject areas in prior year.– Student must score Proficient or Advanced on the CRT

(Arkansas Benchmark or End of Course Exams) or score at or above the 40th percentile on the NRT.

– At least two current teachers recommend exit or reclassification based on the criteria above

Page 33: Rogers LPAC Guide (Secondary) Fall 2013 Language Placement and Assessment Committee (LPAC)— Processes and Procedures

Annual Reviews

• Once a year, the LPAC reviews every child identified as an English Language Learner:– being served directly or indirectly – with or without parental denials

• ESOL Specialists monitor students who have exited during the previous 2 years– change in ELL status requires LPAC meeting

Page 34: Rogers LPAC Guide (Secondary) Fall 2013 Language Placement and Assessment Committee (LPAC)— Processes and Procedures

Annual Reviews (cont’d.)

The LPAC should review:

• MAP testing• Classroom Tests• State Criterion Test Data (Benchmark/EOC)• Norm-referenced Test Data• ELDA, MACII, LAS (language proficiency test results)• Grades• Any other input that will give a well-rounded picture of

the student’s growth and progress

Page 35: Rogers LPAC Guide (Secondary) Fall 2013 Language Placement and Assessment Committee (LPAC)— Processes and Procedures

Annual Review (AR) Calendar

• Grades 6-12: –FEP1 and FEP2: Aug 15- Sept 15–ELL 1-3, 9: Preliminary AR: Jan 2-Feb 15–ELL1-4, 9, : July 15 – Aug 1

• All generated by ESOL Office

Page 36: Rogers LPAC Guide (Secondary) Fall 2013 Language Placement and Assessment Committee (LPAC)— Processes and Procedures

Annual ELL Progress Report

• Parents of every ELL student in grades 1-12 should be notified of their child’s individual progress towards meeting the ADE exit criteria

• Notification shall occur during the fall semester

Page 37: Rogers LPAC Guide (Secondary) Fall 2013 Language Placement and Assessment Committee (LPAC)— Processes and Procedures

Parent Notifications

• Initial Placements• Annual ELL Progress Report• AMAO lack of progress by district

(as determined each year)• Program Exit (FEP)• Reclassification from FEP to ELL

Page 38: Rogers LPAC Guide (Secondary) Fall 2013 Language Placement and Assessment Committee (LPAC)— Processes and Procedures

Parent Declines Services (DS)

• If a parent declines placement in the ESOL program, then the student is identified in APSCN as ELL/LEP with a parent denial date until the student meets exit criteria.

• Monitor and facilitate the educational process for DS students.

• Administer the ELDA, until the child is no longer identified as ELL.

• The LPAC must review student’s NRT, CRT, language proficiency scores, and classroom performance once each year.

• Once a student meets ADE exit criteria, he/she is reclassified as FEP.

• FEP Students with parent denials are also monitored for two additional years.

Page 39: Rogers LPAC Guide (Secondary) Fall 2013 Language Placement and Assessment Committee (LPAC)— Processes and Procedures

Parent Notification of Exit

• Once the LPAC reclassifies a student as Fluent English Proficient (FEP), parents must be notified that the student has met state criteria for exit and will be monitored for 2 years

• ESOL office notifies parent using approved letter

Page 40: Rogers LPAC Guide (Secondary) Fall 2013 Language Placement and Assessment Committee (LPAC)— Processes and Procedures

Guiding Questions

• What is LPAC?• Why is LPAC necessary?• Who is involved in LPAC?• What are the functions of

the LPAC?

Rate Yourself:

0. L-PAC?? I don’t like rap music

1. I think I’ve heard of LPAC

2. I’ve been to an LPAC meeting

3. I know why we have LPACs

4. I can lead an LPAC meeting

Page 41: Rogers LPAC Guide (Secondary) Fall 2013 Language Placement and Assessment Committee (LPAC)— Processes and Procedures

References• ADE - 2008-09 Arkansas Comprehensive School Improvement Plan

(ACSIP) Handbook http://arkansased.org/acsip/pdf/acsip_handbook_2008-2009_0308.pdf

• ADE - Limited English Proficient: Curriculum and Assessment Information http://www.arkansased.org/lep/lep.html

• USDOE - Title III — Language Instruction for Limited English – Proficient and Immigrant Students SEC. 3001

AUTHORIZATIONS OF APPROPRIATIONS; CONDITION ON EFFECTIVENESS OF PARTS. http://www.ed.gov/policy/elsec/leg/esea02/pg39.html

– NCLB Public Law 107-110-Jan. 8, 2002 http://www.ed.gov/policy/elsec/leg/esea02/107-110.pdf

• OCR Programs for English Language Learners Planning Guide http://www2.ed.gov/about/offices/list/ocr/ell/index.html