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New LPAC Coordinators

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Title: New LPAC Coordinators


1
New LPAC Coordinators Training LPAC Procedures
  • San Antonio Independent School District
  • Bilingual / ESL Program
  • August 2012

PART I

Luz García-Martin Senior Coordinator,
Bilingual/ESL/LOTE lgarcia-martin_at_saisd.net Janie
Oosterveen Part-time Bilingual Compliance
Facilitator joosterveen_at_saisd.net
2
Do Now! Activity 1 Write your name on an index
card. Pass the card to the front of your table.
  • Your task
  • How many of the
  • acronyms do you know?
  • Fill in the blank for each.

3
Objectives for today
  • To understand the LPAC process in order to
    identify and place PK-12th grade students in the
    correct instructional setting.
  • To articulate the LPAC process to others.

4
LPAC Framework Website
  • The Framework for the LPAC Process Manual can be
    accessed through the ESC-20 LPAC portal located
    at
  • http//portal.esc20.net/portal/page/portal/esc20pu
    blic/bilesl/LPACFramework

5
19 TAC Chapter 89 Adaptations for Special
Populations Subchapter BB
  • 19 TAC 89.1201

6
Policy and Facilities
  • Each school district shall
  • Identify 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
7
AGENDA
  • Part I
  • The Law
  • The LPAC
  • The Process Identification and Placement
  • Part II
  • The Forms
  • Questions and Answers
  • Part III
  • Crystal Enterprise

8
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
9
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
10
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
11
Home Language Survey
Home Language Survey
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
12
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.


13
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
    students LPAC folder.

14
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.

15
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.

SAISD timeline 10 days
19 TAC 89.1220(e)
16
Entry Assessment
Home Language Survey
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)
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
17
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)
  • Reading and language arts sections of an English
    norm-referenced standardized achievement test
    approved by the state (unless the English ability
    is so low that the test would not be valid)

http//www.tea.state.tx.us/WorkArea/linkit.aspx?Li
nkIdentifieridItemID2147500381libID2147500378
19 TAC 89.1225
18
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.

19
OLPT Training Administration of WMLS (PK-12
Professionals Never Been Trained)
  • Fall Training
  • September 19, 2012
  • 345 615 pm
  • Burnet Learning Center-Room 34
  • OR
  • September 27, 2012
  • 345 615 pm
  • Burnet Learning Center-Room 34
  • Registration on ePath required.
  • Contact Testing Dept. for additional Student Test
    Booklets.

20
ELL Determinations
  • The LPAC, not the test administrator, must meet
    and review all assessment results to determine
    ELL status.

21
LPAC Meeting (Membership)
22
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
23
Composition of the Bilingual LPAC
  • The Bilingual LPAC is composed of
  • A campus administrator
  • A professional bilingual educator
  • A professional transitional language educator/ESL
    teacher
  • A parent of a current English language learner
    participating in the required bilingual program
    (this parent may not be an employee of the school
    district)
  • All members must be present!
    19 TAC 89.1220

  • TEC 29.063

24
Composition of the ESL LPAC
  • One or more professional personnel
  • A campus administrator
  • A parent of an English language learner
    participating in the program designated by the
    school district
  • No parent serving on the LPAC shall be an
    employee of the school district.
  • All members must be present!
    19 TAC 89.1220

  • TEC 29.063

25
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 members 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 students parents are not required to attend
    the LPAC meeting.

26
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 familys
    right to confidentiality.

27
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.

28
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
    students record folder.
  • (Sample forms for LPAC meetings are included in
    the manual.)

29
Required Documentation
  • The students 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 or entry or placement
  • The dates of entry into, and placement within,
    the program

30
Required Documentation
  • The students record shall contain
  • Assessment
  • Additional interventions
  • The date of exit from program and parent approval
  • Results of monitoring

31
Required LPAC Meetings
  • Upon initial enrollment- within the students
    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 years placement decisions, which
    may include the use of linguistic accommodations,
    as appropriate
  • As needed to discuss student progress

32
LPAC Responsibilities
  • Identification of ELLs
  • Assessment and documentation review
  • Placement
  • Instructional methodologies and/or interventions
  • Linguistics accommodations for assessment
  • Coordination
  • Parental Approval
  • Annual Review (linguistic and academic progress)

33
Determining Eligibility at PreK-1st Grade
  • At PreK 1st grade
  • A TEA approved OLPT (listening and speaking) in
    English score indicates limited English
    proficiency

34
Determining Eligibility at PreK-1st Grade
  • At grades 2-12
  • The students score on the TEA approved English
    OLPT is below the level designated for
    indicating ELL
  • The students score on the reading and language
    arts sections of the TEA approved norm-referenced
    measure is below the 40th percentile or
  • The students ability in English is so limited
    that the administration of the TEA
    norm-referenced assessment instrument is not
    valid.

35
CALP Levels
CALP Levels Descriptors RPI Instructional Implications
6 Very Advanced 100/90 Extremely Easy
5 Advanced 98/90 to 100/90 Very Easy
4-5 (4.5) Fluent to Advanced 95/90 to 98/90 Easy
4 Fluent 82/90 to 95/90 Manageable
3-4 (3.5) Limited to Fluent 67/90 to 82/90 Difficult
3 Limited 24/90 to 67/90 Very Difficult
2 Very Limited 3/90 to 24/90 Extremely Difficult
1 Negligible 0/90 to 3/90 Impossible
36
ITBS
  • ITBS is the English norm-referenced standardized
    achievement test
  • ITBS is administered to students new to SAISD in
    grades 2-12
  • ITBS is administered
  • Fall
  • Spring
  • ITBS is distributed through the Testing Dept.
    Check Weekly Memo Packet for information
    regarding this administration or contact the
    Testing Dept.

37
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//ritter.tea.state.tx.us/special.ed/g
    uidance/ardlpac.html

19 TAC 89.1230
19 TAC 89.1225 (f) (4)
38
Parent Notification/Program Placement
LPAC Meeting
Non-LEP
LEP
General Education Classroom
39
CALP Levels
CALP Levels Descriptors RPI Instructional Implications
6 Very Advanced 100/90 Extremely Easy
5 Advanced 98/90 to 100/90 Very Easy
4-5 (4.5) Fluent to Advanced 95/90 to 98/90 Easy
4 Fluent 82/90 to 95/90 Manageable
3-4 (3.5) Limited to Fluent 67/90 to 82/90 Difficult
3 Limited 24/90 to 67/90 Very Difficult
2 Very Limited 3/90 to 24/90 Extremely Difficult
1 Negligible 0/90 to 3/90 Impossible
40
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. Upon parental approval, the student will
    be coded LEP in PEIMS.
  • Bilingual allotment information is found in
    Texas Education Code (TEC)42.153

19 TAC 89.1210 (j)
41
Recommending Program Placement
  • A school district may identify, exit or place a
    student in a program without written approval of
    the students 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)
42
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 and Gifted and Talented).

43
Parental Approval
Parental Notification
PLACEMENT Required Bilingual Program
PLACEMENT Required ESL Program
Parental Permission
Parental Permission
No
Yes
No
Yes
Parent Conference
Bilingual
Parent Conference
ESL
LEP Denial
LEP Denial
Meets Exit/Reclassification Criteria
Meets Exit/Reclassification Criteria
Non-LEP
Non-LEP
44
Parental Approval
  • 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
45
Parental Approval/Rights
  • 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.
  • School districts may enroll students who are
    non-LEP in the bilingual education program in
    accordance with TEC 29.058.
  • A plan for when students may graduate and be
    exited may be included according to Personal
    Graduation Plan (PGP) for ELLs at high school.

19 TAC 89.1233
19 TAC 89.1240 (a)
Title III Part C Section 3302 (a)(c)(d)
46
Parent Denials
  • 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.
  • It is recommended that the progress of the ELL
    with a parent denial on file be closely
    monitored.

47
Waiver of program
  • School Professional must explain benefits of
    Bilingual or ESL to parent and document it by
    completing the Explanation of Benefits of the
    Bilingual/ESL Program (Form LPAC-8). This
    documentation form is filed with other LPAC
    documentation in the LPAC binder.
  • Parent must sign a new waiver letter every school
    year. (Form BE-8E/S or ESL-7E/S)
  • Waiver letter is filed on the left side of the
    folder behind the oral language tests.
  • The current years letter must be first.
  • Waiver letter must be duplicated in both
    languages.

48
Parent Denials
  • Monitor and facilitate the educational process,
    as you would for all students.
  • Rate students 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 LEP through Grade 12.
  • Title III, Part A, Subpart 2.Sec.3121(a)(4) TAC
    89.1220(k) TEC 29.0561

49
Parent Denials
  • The LPAC must review students 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-LEP 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

50
Parental Approval/Denial PEIMS Date
  • The date that the parent approval form is signed
    is the date the students official PEIMS status
    becomes LEP. From that date the student is
    identified as LEP, regardless of permission or
    denial.

51
State Assessments
Bilingual Classroom
ESL Classroom
LEP Denial
ELPS
ELPS
ELPS
MEETS EXIT CRITERIA
MEETS EXIT/ RECLASSIFICATION CRITERIA
MEETS EXIT CRITERIA
52
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//www.tea.state.tx.us/student.assessment/ell/
    lpac/manual

53
Annual Review
LEP Denial
ESL Classroom
Bilingual Classroom
54
Annual Review
  • At the end of the year, the Committee reviews
    every 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

55
Annual Review
  • The LPAC should review
  • Benchmarks
  • Classroom Tests
  • State Criterion 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 students growth and progress

56
Reclassification (Exiting) of ELLs
  • A student may only be considered for
    reclassification, as non-LEP, at the end of the
    school year based on the following criteria
  • proficiency in oral English language
  • proficiency in English reading and writing and
  • consideration of subjective teacher evaluation.
  • See exit criteria chart for grade-specific
    requirements.
  • See Exit Criteria Chart

19 TAC 89.1225 (h-j)
57
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 these students in order to assess and
    document progress.

  • 19 TAC 89.1225 (i)

58
Parental Notification/Approval
LEP Denial
ESL Classroom
Bilingual Classroom
Meets Exit Criteria
Meets Exit/Reclassification Criteria
Meets Exit Criteria
Non-LEP
Non-LEP
Non-LEP
59
Parental Notification/Approval
  • 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 students exit must be
    present in the students record folder.
  • Sample letters are found under Suggested Forms.

60
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.

19 TAC 89.1225 (k)
89.1230 (b)
61

For More Information contact the Bilingual / ESL
Department at 554-2590 Senior Coordinator
Bilingual/ESL/LOTE Luz García-Martin
lgarcia-martin_at_saisd.net Janie
Oosterveen Part-time Bilingual Compliance
Facilitator joosterveen_at_saisd.net
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