Lpac framework manual participantnotes2015 2016

Language Proficiency
Assessment Committee
Framework Manual 2015-2016
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2
Texas Education Agency
Susie Coultress
State Director, Bilingual/ESL/Title III/Migrant
Curriculum Division
Texas Education Agency
3

Content Objectives
• Identify critical points of 19 Texas
Administrative Code (TAC) Chapter 89,
Subchapter BB
• Summarize a single section of 19 TAC
Chapter 89, Subchapter BB
• Create a representation of his/her
understanding of a section of 19 TAC
Chapter 89, Subchapter BB
• Present the representation to the entire group
4
Language Objectives
• Engage in discussion about 19 TAC Chapter
89 using key vocabulary related to the LPAC
framework
• Read one section of 19 TAC Chapter 89 to
identify critical information to share with the
entire group
• Collaborate with a group to create a visual
representation of their section of
19 TAC Chapter 89
5
Sections of the LPAC Framework
• Introduction/Chronology of Federal and
State Laws
• 19 TAC Chapter 89/ Texas Education Code
(TEC) Chapter 29
• LPAC Training
• Forms and Resources
6

Introduction
19 Texas Administrative Code (TAC) Chapter 89
Adaptations for Special Populations, Subchapter BB
The 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 an Language Proficiency
Assessment Committee (LPAC).
7
Purpose of the LPAC Framework
• The Framework for the LPAC process
includes clarification of the legal
requirements for the LPAC and provides
documents and forms to facilitate the training
of LPAC members.
• The forms included in the LPAC Framework
are samples for districts to use for the
implementation of a Bilingual/ESL program.
8
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; and
• assessment of English language learners
as they attain language and academic
proficiency.
9

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
10
• 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
11
LPAC Framework Website
The Framework for the LPAC Process Manual
can be accessed through the Education
Service Center, Region 20 LPAC portal
located at:
www.esc20.net/lpac
12

LPAC Framework Website
The LPAC website components:
- Home
- LPAC Framework
- Parent Resources
- Videos
- Frequently Used Resources
- Decision Making Manual
13
19 TAC Chapter 89: Adaptations for
Special Populations Subchapter BB
19 TAC
29 TEC
§89.1201
§89.1203
§89.1205
§89.1207
§89.1210
§89.1215
§89.1220
§89.1225
§89.1227
§29.0561
§89.1228
§89.1230
§89.1233
§89.1235
§89.1240
§89.1245
§89.1250
§89.1265
§89.1267
14
All Students
All Students
Home Language Survey
15

Definitions
The following words and terms, when used in
this subchapter, shall have the following
meanings, unless the context clearly indicates
otherwise.
• English language learner – a person who is in the
process of acquiring English; ELL and LEP will be
used interchangeably.
• Dual language immersion – an educational
approach
• School district – definition of a school district
includes an open-enrollment charter school.
19 TAC §89.1203
16
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
• Locate programs in the regular public schools
of the school district rather than in separate
facilities
19 TAC §89.1201, §89.1235
17
Goal of Bilingual Education
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 the
primary language 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
18

Goal of ESL Programs
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
• 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
19
Staffing and Staff Development
• School districts shall seek certified teachers to
ensure ELLs are afforded full opportunity to
master essential knowledge and skills and
provide professional development.
• School districts which are unable to employ a
sufficient number of teachers shall apply for an
exception to the bilingual education program as
provided in §89.1210 of this title or a waiver of the
certification requirements in the English as a
Second Language program as provided in
§89.1210 of this title as needed.
19 TAC §89.1245, §89.1207
20
Language spoken
at home and by
student = English
Language spoken at
home and by student
= other language
(not English)
Language spoken at
home and by student
= English and any
other language
19 TAC §89.1215
21

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.
22
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 ELL in PEIMS.
• Try to get as much original documentation as
possible, especially the HLS (document your
attempts).
• Once a student is identified as an ELL in Texas,
the district does not have to proceed with a new
identification process.
• 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.
23
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.
• Review information found in database on
students who have previously attended Texas
schools (refer to previous slide).
24

Timeline
The campus/charter school has 20 school
days to complete the testing and convene as
an LPAC to determine the ELL status of each
student.
19 TAC §89.1220(e)
25
Entry Assessment
Non-LEP TEST
Pre-K – 1st: Oral Language Proficiency
Test (OLPT)
2nd – 12th: OLPT + Norm referenced
standardized achievement test
19 TAC §89.1225 (a-g)
19 TAC §89.1230
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)
26
Testing and Classification of Students
Grades PK-1:
• TEA approved oral language proficiency test (OLPT)
(listening and speaking) in English (and OLPT in
primary language for bilingual programs)
Grades 2-12:
• TEA approved oral language proficiency test (OLPT)
(listening and speaking) in English (and OLPT in
primary language for bilingual programs), AND
• Reading and language arts sections of an English norm-
referenced standardized achievement test approved
by the state (Through the attempted assessment
administration the students English ability is so limited
that the test would not be valid)
http://tea.texas.gov/bilingual/esl/education/
19 TAC §89.1225
27

Testing Administrator
The person administering the oral language
proficiency test (listening and speaking)
must have documentation of training in the
administration and scoring of the test and
must be proficient in the language of the test.
28
ELL Determinations
The LPAC, not the test administrator, must
meet and review all assessment results to
determine ELL status.
29
LPAC Meeting (Membership)
TEST
Pre-K – 1st: Oral Language Proficiency
Test (OLPT)
2nd – 12th: OLPT + Norm referenced
standardized achievement test
LPAC Meeting
LEP Non-LEP
30

Language Proficiency
Assessment Committee
• The school district shall have written local
board policy on file to establish and operate
a Language Proficiency Assessment
Committee.
• Local board policy shall include procedures
for the selection, appointment, and training of
the committee members.
19 TAC §89.1220
31
Composition of the LPAC
• Each school district required to offer bilingual
education and special language programs (ESL) shall
establish an LPAC.
• The LPAC is composed of a:
– campus administrator*
– professional bilingual educator*
– 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*
*All members must be present! 19 TAC §89.1220
TEC §29.063
32
Membership Guidelines
• 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.
33

Membership Guidelines
• 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 (sample included in the manual)
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.
34
LPAC Guidelines
• All required members are given prior
notification of meeting.
• All required members meet and a chair is
selected for the meeting.
• Members review and discuss all student
data and information.
• Members arrive at appropriate decisions.
• Members sign and date all
documentation/LPAC forms.
35
LPAC Guidelines
• Decisions are included in LPAC minutes
which are kept in a central location.
• The committee meeting is adjourned.
• Documentation for each student is filed in
the student’s record folder.
(Sample forms for LPAC meetings are included in the manual.)
36

Required Documentation
The student’s record shall contain:
 Documentation of all actions impacting
the ELL
 Identification of the student
 Designation of the students level of
proficiency
 Recommendations of program placement
 Parent approval for entry or placement
 The dates of entry into, and placement
within, the program
37
Required Documentation
The student’s record shall contain:
Assessment
Additional interventions
The date of exit from program and
parent approval
Results of monitoring
38
Required LPAC Meetings
• 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
39

LPAC Responsibilities
• 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)
40
Determining Eligibility at PreK-1st Grade
At PreK – 1st grade:
• In prekindergarten through Grade 1, the
student's score on the English oral
language proficiency test is below the
level designated for indicating limited
English proficiency.
41
At grades 2-12:
• The student’s score on the TEA-approved English
OLPT is below the level designated
for indicating ELL
• For eligibility, the student's score on the English
reading and/or English language arts sections of the
TEA-approved norm-referenced standardized
achievement instrument at his or her grade level is
below the 40th percentile;
• The student’s ability in English is so limited that the
administration of the TEA norm-referenced
assessment instrument is not valid.
Determining Eligibility at Grades 2-12
42

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://tea.texas.gov/index2.aspx?id=2147496923
19 TAC §89.1230
19 TAC §89.1225 (f) (4)
43
Parent Notification/Program Placement
Non-LEPLEP General Education
Classroom
LPAC Meeting
Placement:
ESL Program
Placement:
Bilingual Program
Parent Notification
44
Bilingual Education Program
• The law requires that each school district or
charter school which has an enrollment of
20 or more ELLs of the same language
classification in the same grade level district-
wide shall offer a bilingual education program
for ELLs in Grades Pre-K through 5.
• Grade 6 shall be included when clustered
with elementary grades.
19 TAC §89.1205, §89.1210
45

• English language learners shall be provided instruction in
language arts, mathematics, science, and social studies
both in their home language and in English.
• Content area instruction in both languages shall be
structured to ensure that the students master the required
essential knowledge and skills and higher-order thinking
skills in all subjects.
• Literacy development in the primary language facilitates
the transfer from primary language (L1) to second
language (L2).
• Oral language testing requirements in both the primary
language and English must be reviewed for placement.
• ESL is a component of the bilingual program.
46
The bilingual education program shall be
implemented with consideration for each
English language learner's unique readiness
level through one of the following program
models:
• Transitional Bilingual/Early Exit
• Transitional Bilingual/Late Exit
• Dual Language Immersion/Two-way
• Dual Language Immersion/One-way
47§89.1227, §89.1228
19 TAC §89.1210 (c) (2) (3),
ESL Program
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.
19 TAC §89.1205 (d), §89.1210
48

• Uses second language methods throughout
the curriculum
• Provides instruction that includes TEKS
based academic content, as well as,
language development
• Differentiates instruction of content according
to language proficiency levels
• Provides academic instruction that is on
grade level
ESL Program
49
The English as a Second Language program
shall be implemented with consideration for
each English language learner's unique
readiness level through one of the following
program models:
• Content-Based Program Model
• Pull-Out Program Model
ESL Program
50
Recommending Program Placement
Pending parent approval of an ELLs entry into
the Bilingual/ESL program, the district/charter
school will place the student in the
recommended program.
Bilingual allotment information is found in
Texas Education Code (TEC)§42.153
19 TAC §89.1220 (j)
51

A school district may identify, exit or place a student in a
program without written approval of the student’s parent
or guardian if:
• Student is 18 years of age or has had the disabilities
of minority removed
• Reasonable attempts to inform and obtain permission
from a parent or guardian have been made and
documented
• Approval is obtained from:
– An adult or foster parent or employee of the state
– The student, if no parent, guardian, or other responsible adult is
available, or
• A parent or guardian has not objected in writing
19 TAC §89.1220 (m)
Recommending Program Placement
52
Additional Services
• The LPAC may also recommend other
programs or services offered through the
school district.
• The LPAC is also responsible for facilitating
student participation in other special
programs (Advanced Academics, Special
Education, Career and Technical Education,
Gifted and Talented, and Dyslexia).
53
19 TAC §89.1220 (g) (4)
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)
54F 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.
19 TAC §89.1240
Parental Approval
55
• The parent approval letter includes information
regarding the English proficiency level of the student
and a description of the program as well as the
benefits of the program.
• These benefits should be described on each parent
approval letter and supplemented through
brochures or other publications.
• A plan for when students may graduate and be
exited may be included according to Personal
Graduation Plan (PGP) for ELLs at high school.
• School districts may enroll students who are
non-LEP in the bilingual education program in
accordance with TEC §29.058.
19 TAC §89.1233 19 TAC §89.1240 (a)
[Title III Part C Section 3302 (a)(c)(d)]
Parental Approval/Rights
56
Parent Denials
• If a parent denies the placement decision,
then the student is identified in PEIMS as
ELL with a parent denial until the student
meets exit criteria.
• It is recommended that the progress of the
ELL with a parent denial on file be closely
monitored.
57

• Monitor and facilitate the educational
process, as you would for all students.
• Rate student’s listening, speaking and
writing proficiency with TELPAS (beginning
at Grade K through Grade 12).
• Administer the TELPAS Reading test
beginning at Grade 2, until the child is no
longer identified as ELL through Grade 12.
Title III, Part A, Subpart 2.Sec.3121(a)(4); TAC §89.1220(k);
TEC §29.0561
Parent Denials
58
• The LPAC must review student’s TELPAS
and state assessment scores at the end of
each year.
• Once a student meets exit criteria (19 TAC
§89.1225), he/she is reclassified as Non-ELL
in PEIMS.
• Students with parent denials are also
monitored for two additional years.
(Title III, Part A, Subpart 2.Sec.3121(a)(4); TAC §89.1220(k);
TEC §29.0561
Parent Denials
59
PEIMS Date
• The LPAC makes the determination during
the meeting if the student will be ELL or non
ELL.
• The date the school district has received all
documentation is the date the student’s
PEIMS status can be coded as being eligible
for ELL funding.
60

State Assessments
Bilingual
Classroom
MEETS EXIT CRITERIA MEETS EXIT/
RECLASSIFICATION
CRITERIA
ESL
Classroom
MEETS EXIT CRITERIA
LEP Denial
ELPS ELPSELPS
61
LPAC Decisions about State Assessments
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://tea.texas.gov/student.assessment/ell/lpac/
62
Annual Review
LEP DenialESL
Classroom
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)
63

Annual Review
At the end of the year, the Committee reviews
every child:
• identified in PEIMS as ELL, being served in a
bilingual or ESL program
• identified in PEIMS as a ELL parental denial
• that has met criteria for bilingual/ESL program
exit, is no longer classified as ELL in PEIMS,
and is in his or her first (F) or second (S) year
of monitoring
64
The LPAC should review:
• Benchmarks
• Classroom Tests
• State Criterion-Referenced Test Data
• Norm-referenced English and Spanish
(when applicable) Standardized Achievement
Test Data
• Oral Language Proficiency Test Data
• TELPAS, 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
65
Reclassification (Exiting) of ELLs
A student may only be considered for
reclassification, as Non-ELL, at the end of the
school year based on the following criteria:
• proficiency in oral English language;
• at or above the 40th percentile in both the
reading and language arts sections of the
TEA-approved norm-referenced measure;
and
• consideration of subjective teacher
evaluation.
See Exit Criteria Chart for grade-specific requirements. 19 TAC §89.1225 (h-j)
66

Reclassification of ELLs
• Students in Pre-Kindergarten and
Kindergarten may not be exited from a
bilingual education or English as a second
language program.
• An annual review is still conducted by the
LPAC for all students identified as ELL in
order to assess and document progress.
19 TAC §89.1225 (i)
67
Parental Notification/Approval
LEP Denial
Meets Exit Criteria
ESL
Classroom
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)
68
• Once the LPAC reclassifies a student as
Non-ELL, 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.
• Sample letters are found under Suggested
Forms.
Parental Notification/Approval
69

Reclassifying ELLs with Disabilities
• 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://tea.texas.gov/index2.aspx?id=4098
19 TAC §89.1225 (k)
§89.1230
70
Evaluation of Reclassified Students
The LPAC shall reevaluate a student who is
transferred out of a bilingual education or
special language program under Section
29.056(g) if the student earns a failing grade in
a subject in the foundation curriculum under
Section 29.002(a) during any grading period in
the first two school years after the student is
transferred to determine whether the student
should be reenrolled in a bilingual education or
special language program.
71
TEC §29.0561(a)
Reclassified Students
During the first two school years after a
student is transferred out of a bilingual
education or special language program under
Section 29.0561 (b), the LPAC shall review
student’s performance and consider:
(1) The total amount of time the student
was enrolled in a bilingual education
or special language program;
(2) The student’s grades each grading
period in each subject in the foundation
curriculum under Section 29.002 (a) (1);
72

(3) The student’s performance on each assessment
instrument administered under Section 39.023
(a) or (c);
(4) The number of credits the student has earned
toward high school graduation, if applicable;
and
(5) Any disciplinary actions taken against the
student under Subchapter A, Chapter 37.
TEC §29.0561(b)
73
(c) After an evaluation under this section, the
LPAC may require intensive instruction for
the student or reenroll the student in a
bilingual education or special language
program.
TEC §29.0561(c)
74
Required Summer School Programs
• 19 TAC §89.1250 Required Summer School Programs
• TEA Correspondence/Summer School Program for
English language learners who will be eligible for
admission to kindergarten and Grade 1
• If a student's parent has denied bilingual/ESL services
and the only summer school program available is a
bilingual education/ESL summer school program, then
the student is not eligible to generate bilingual/ESL ADA
in the summer school program.
• Sample of Summer Program Parent Survey included in
the LPAC Manual under the Forms section,
19 TAC §89.1250 75

Program Evaluation
All school districts/campuses required to conduct a
bilingual education or ESL program shall:
• Conduct periodic assessment in the languages of
instruction to determine program impact and student
outcomes in all subject areas.
• Annually report (and retain the report) the academic
progress in either language of the English language
learner students, the extent to which they are
becoming proficient in English, the number of
students who have been exited from the bilingual
education and English as a second language
programs, and the number of teachers and aides
trained and the frequency, scope, and results of the
training (TEC §7.028). 19 TAC §89.1265 76
• Report to parents the progress of their child
as a result of participation in the program is
offered to ELLs in English and the home
language at least annually.
• Develop, review, and revise the campus
improvement plan described in the Texas
Education Code §11.253, for the purpose of
improving student performance for ELLs.
Program Evaluation
77
Program Evaluation
• §89.1267. Standards for Evaluation of Dual Language
Immersion Program Models.
• (a) A school district implementing a dual language
immersion program must conduct annual formative
and summative evaluations collecting a full range of
data to determine program impact on student
academic success.
78
19 TAC §89.1267

Program Evaluation
• (b) The success of a dual language immersion
program is evident by students in the program
demonstrating high levels of language proficiency in
English and the other language and mastery of the
Texas essential knowledge and skills for the
foundation and enrichment areas. Indicators of
success may include scores on statewide student
assessments in English, statewide student
assessments in Spanish (if appropriate), norm-
referenced standardized achievement tests in both
languages, and/or language proficiency tests in both
languages.
79
Content Objectives
• Identify critical points of 19 Texas
Administrative Code (TAC) Chapter 89.
• Summarize a single section of 19 TAC
Chapter 89.
• Create a representation of his/her
understanding of a section of 19 TAC
Chapter 89.
• Present the representation to the entire
group.
80
Language Objectives
• Engage in discussion about 19 TAC
Chapter 89 using key vocabulary related to
the LPAC framework.
• Read one section of 19 TAC Chapter 89 to
identify critical information to share with the
entire group.
• Collaborate with a group to create a visual
representation of their section of
19 TAC Chapter 89.
81

For More Information
Contact your local Education Service Center.
82

Lpac framework manual participantnotes2015 2016

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Lpac framework manual participantnotes2015 2016