2006 LPAC Training

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2006 LPAC Training

• Language Proficiency Assessment Committee

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Whats New in 2006?
House Bill 1 Section 3.07 Evaluation of
Transferred Students Reenrollment
Sec. 29.0561. Evaluation of Transferred
Students Reenrollment. (a) 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 28.002(a)(1) 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.
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House Bill 1 Section 3.07 Evaluation of
Transferred Students Reenrollment

• (b) During the first two school years after a
  student is transferred out of a bilingual
  education or special language program under
  Section 29.056(g), the LPAC shall review the
  students performance and consider
• The total amount of time the student was enrolled
  in a bilingual education or special language
  program
• The students grades each grading period in each
  subject in the foundation curriculum under
  Section 28.002(a)(1)
• The students performance on each assessment
  instrument administered under Section 39.023(a)
  or (c)
• The number of credits the student has earned
  toward high school graduation, if applicable, and
• Any disciplinary actions taken against the
  student under Subchapter A, Chapter 37

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House Bill 1 Section 3.07 Evaluation of
Transferred Students Reenrollment
(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.
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What Does HB1 Mean to NBISD LPACs?

• Each campus LPAC must have an LPAC meeting the
  week after the end of a six weeks grading period
  to review the grades of students in Monitor Year
  1 or Monitor Year 2
• Interventions or program reenrollment must be
  made for any M1 M2 student who receives a
  failing grade in language arts, math, science, or
  social studies

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Please Summarize LPAC for Me . . .
In a nutshell LPAC committees are responsible
for identifying students, recommending the best
instructional setting, and monitoring academic
and linguistic progress for Limited English
Proficient (LEP) students. All of the information
available should be reviewed carefully and
decisions should be made ethically and in good
conscience concerning each child on an individual
basis.
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LEP or ELL?

• Limited English Proficient
• Language used with federal govt (NCLB, AYP)
• Language used with state govt reporting (PEIMS,
  TAKS, AEIS, PBMAS)
• English Language Learner
• (more acceptable and positive label)

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LPAC Responsibilities
See LEP Decision Chart

• Identification
• Assessment and documentation
• review
• Placement
• Instructional methodologies and/or interventions
• Coordination (with Special Ed GT)
• Parental Notification/Consent
• Annual Review (linguistic academic progress)

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LPAC Tasks

• Determines LEP status after reviewing scores of
  entry criteria
• Recommends the appropriate educational program
  for each LEP student
• Notifies the parent about classification and
  obtains permission in writing for program entry
• Determines the best state testing option for each
  LEP student (immediately prior to state
  assessment)

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LPAC Tasks

• Facilitates and reviews student participation and
  progress in the districts Bilingual or ESL
  program
• Facilitates the participation of eligible LEP
  students in other special programs provided by
  the district with either state or federal funds.
• Determines exit status (reclassification as
  Non-LEP) upon reaching state exit criteria.
• Monitors progress of exited students for 2 years

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When does LPAC Meet?

• Upon initial enrollment- within the students
  first 4 weeks (20 school days)
• Immediately prior to assessments
• At the end of the year for annual review and for
  the following years placement decision
• As needed to discuss student needs

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20th day of school Sept. 19th!
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PK 6 LPAC Membership

• Composition of the LPAC
• For Bilingual Programs (at least 4 members)
• A campus administrator
• A professional bilingual educator
• A professional transitional language educator
• A parent of a current limited English
  proficient student (this parent may not be an
  employee of the school district)

All must be present
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7 12 LPAC Membership

• For ESL Programs (at least 2 members)
• One or more professional personnel (it is
  recommended that this include a campus
  administrator and a certified ESL teacher)
• A parent of a limited-English proficient student
  participating in the program designated by the
  district (this parent may not be an employee of
  the school district)

must be present If LPAC administrator is not
present, all LPAC documentation must still be
signed by that administrator
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• How Is the LPAC Process Initiated?

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• Home Language Survey
• (HLS)
• Two questions on the HLS form in the Registration
  Packet
• Must be in native language
• Make every effort to get original HLS (DOCUMENT!)
• If student is from another state they need a
  Texas HLS
• If a student withdraws from a NBISD school, give
  parents a copy of original HLS to take with them.
  New school should request the original.
• Parents can amend HLS (ex Ingles) counsel
  parent
• Must have a blue folder for any student that has
  a language other than English on the HLS (even if
  they never participate in Bilingual/ESL).

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Blue Folder Documentation

• A blue folder is initiated for EVERY student
  whose home language survey indicates a language
  other than English.
• If the student never qualifies to enter the
  program, the folder is stapled shut.

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Timeline

• The campus has 4 weeks (20 school days) to
  complete the testing and meet to
• determine the LEP status of each student.

LEP?
Non-LEP?
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Enrollment Flowchart

• 1. Student enrolls
• Temporarily place in Bilingual, ESL or regular
• Administer OLPT (WM) gather data on student
• LPAC
• Parent Permission
• Denial (only after parent declines program
  placement on permission form AND has been
  counseled AND signs a denial letter)
• 7. ITBS Testing for grades 2 -12

20 school days
10 school days
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Tests for Program Entry
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Parental Rights

• Parent notification 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 are to be described on
• each parent notification form and supplemented
  through brochures or other publications in the
  community.

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DATES
Dates are EXTREMELY IMPORTANT for funding!

Date parent signs permission form
PEIMS date of LEP designation
This is the date we start receiving funding for
this student.
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Parent Denials

• Parents requesting a denial must receive an
  explanation, in their home language, of the
  benefits of the program from a campus
  administrator (or teacher if neither
  administrator speaks the home language).
• 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.
• The progress of the LEP student with a parent
  denial on file be closely monitored.

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Parent Denials

• Monitor and facilitate the educational process
  we want all students to be successful
• Rate students listening, speaking, reading, and
  writing proficiency with the Observation
  Protocols (beginning at Grade K through
• Grade 12)
• Administer the RPTE TOPs each year as long as
  the student is classified as LEP

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Parent Denials

• The LPAC must review students RPTE/TAKS scores
  at the end of each year
• Once a student meets exit criteria (TAC Chapter
• 89.1225) he/she is reclassified as non-LEP
  in PEIMS
• Students with parent denials are also monitored
  for two additional years (Title III, Part A,
  Subpart 2.Sec.3121(a)(4)
• NCLB AYP!

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Transfer Students

• What do we do when a student transfers in from
  another school?

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Transfer 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) Monica!
• LPAC identifies and places student within the
  first 4 weeks of enrollment. Be sure that all of
  the necessary signed documents are in the
  students LPAC folder.

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When do we make decisions about state assessments?
TAKS!
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In the Spring Semester!

• Keep in mind language of instruction
• If student took TAKS the previous year, he/she
  must take TAKS this year
• Once a student scores Advanced High on RPTE,
  he/she CANNOT be exempt from any test.
• Rule of 3 if the of Spanish TAKS
  administrations and/or exemptions 3, the
  student must test in English

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Annual Review

• At the end of the year, the committee
• reviews every LEP child
• being served
• with parental denials
• exited during the previous 2 years that are being
  monitored
• who has met exit criteria and continues to
  monitor students for 2 additional years

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Annual Review

• What is reviewed?
• Any data that is available that can be used to
  make good, sound
• decisions on the following years placement, for
  example
• Interims Benchmarks
• Classroom Tests
• State Criterion Test Data (TAKS)
• Norm-referenced Standardized Achievement Test
• Data (ITBS, SAT, MAT-8, etc.)
• Oral Language Proficiency Test Data
  (Woodcock-Munoz)
• Reading Proficiency Test Data (RPTE,TPRI, Tejas
  Lee etc.)
• Observation Protocols Data
• Grades
• Anything that will give a well-rounded picture of
  the students growth and progress

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Exiting Students
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LPAC Responsibilities

• 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
  2 years.
• Parent notification of the students exit must be
  present in the students blue folder

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EXIT Notes
LPAC date, not date on letter
PEIMS Date

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Requirements for lower grades
LPAC Responsibilities

• Students in Pre-Kindergarten, Kindergarten, and
  1st grade may not be exited from a bilingual
  education or English as a second language
  program. An annual review is still conducted by
  the LPAC, but the LEP student cannot be
  reclassified as English proficient (non-LEP) at
  these grade levels.

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Monitoring Exited Students

• The LPAC committee is also responsible for
  monitoring exited students for the two years that
  follow the year that they exit the Bilingual or
  ESL program.
• Monitoring consists of incremental, documented
  review of grades, academic progress,TAKS scores,
  etc., EACH SIX WEEKS (HB 1).

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Reclassifying Exited Students

• Newly exited students naturally experience
  adjustments to the mainstream classroom
  environment.
• Districts should be aware of this and utilize all
  available resources to ensure former LEP students
  continue to achieve academic success.
• Communication between the Bilingual /ESL teacher
  and the regular mainstream teacher during the
  year is important in case an LPAC meeting is
  needed to discuss the students reclassification
  or to discuss any other needed interventions.

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The LPAC can determine that a
Coordination with Special Ed

• student has a disability identified by the
  special education program and is limited English
  proficient (LEP). The student could be served by
  both programs, special education and
  Bilingual/ESL education.

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Special Ed LPAC

• For LEP students referred to special education,
  an LPAC professional member must serve on the
  Admission, Review and Dismissal (ARD) committee
  whenever the ARD meets.

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Special Ed LPAC

• Special Ed DOES NOT supersede or trump the
  LPAC!
• and
• LPAC DOES NOT supersede or trump Special Ed!
• They work together! The LPAC member on the ARD
  should emphasize the need for the student to
  receive special ed services and LPAC-related
  services to meet the students language
  acquisition needs.

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Coordination with GT

• Districts should have policies in place for
  identifying gifted LEP children.
• Teachers need to be trained to observe cues that
  indicate giftedness and follow up with referrals.
• Schools should have access to non-verbal
  intelligence tests and native language tests
  available for LEP children.

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PEIMS Data

• Home language codes
• Parental permission codes

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Materials Ordered for LPACs
Box of 50 blue folders with 2-sided, 2-hole
fasteners
2-hole punch
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Walk-Through LPAC Documentation Binder