End of Year LPAC Elementary & Middle Schools Presenters:Spring 2015 Terrie Armstrong Randal Jones Luisa F. Parra Cruz Rochez Nancy Cintron Multilingual Programs Department Houston Independent School District 1

Before we begin … This information is the latest we have at this time. This information is subject to change by TEA. As HISD receives updates from the TEA, specific details will be communicated to all students and parents/guardians. 2

What’s New … All schools will be required to turn-in EOY LPAC Minutes to Luisa Parra in the Multilingual office by: –June 22, 2015 The same Multilingual staff member that reviewed your MOY LPAC documentation will check your EOY LPAC Multilingual Dept. staff will review all EOY LPAC Documentation – May 26-29, 2015 – June 1-4, 2015 – June 8-11,

State Law related to End of Year LPAC Review 4 LPAC Policy & Training for members - Documentation of training covering EOY functions Annual review of information for ELLs State Criteria for exiting the program - Refer to Exit Criteria Grade level chart Notice to Parent of Student’s Reclassification – Send exit letter to parent and place a copy of signed/dated letter in ELL folder All ELL students must be served in required Language Support program (no IH/IM)

LPAC Decision-Making Process 5 LPACs are responsible for — Following administrative procedures in this guide Making decisions--individual student basis Working as a committee--to make decisions Maintaining required documentation

End of Year LPAC Functions/Responsibilities 6 Review every student identified as Limited English Proficient Review all served ELL students (YL, YP, YC, YT, YO, YE, YX) – Academic Achievement – ELL Exit – ESL Level Review all ELL parent denials (WHs) – Academic Achievement – ELL Exit – ESL Level Review Monitored students (M1,M2) (for 2 years) – Academic Achievement

7 LPACs should carefully review each ELL student to determine if they: – Require linguistic accommodations for STAAR – Some ELLs, who barely pass the STAAR utilizing assessment linguistic accommodations, should not be considered for ELL Exit – ELL Exit will ultimately be a LPAC decision – LPACs should base ELL Exit decisions on the degree of linguistic accommodation required by each student to pass English STAAR Linguistic Accommodations, STAAR Assessment, and ELL Exit

ELL Exit 8 HOUSTON ISD ELL Student Exit Criteria TELPAS Listening and Speaking or Oral IPT* Score (Listening & Speaking) Reading Writing Grade English STAAR IOWA 1 TELPAS Listening and Speaking Advanced High or IPT--FES NA Total Reading and Total Language th percentile or above (both sections) IPT** Writing Early Writing Stage (EWS) 2 TELPAS Listening and Speaking Advanced High or IPT--FES NA Total Reading and Total Language th percentile or above (both sections) TELPAS Writing Advanced High 3 TELPAS Listening and Speaking Advanced High or IPT--FES English STAAR N/A TELPAS Writing Advanced High 4 TELPAS Listening and Speaking Advanced High or IPT--FES English STAAR N/A English STAAR 5TELPAS Listening and Speaking Advanced High or IPT--FES English STAAR N/ATELPAS Writing Advanced High

ELL Exit—Middle School 9 HOUSTON ISD ELL Student Exit Criteria TELPAS Listening and Speaking or Oral IPT* Score (Listening & Speaking) Reading Writing Grade 6 TELPAS Listening and Speaking Advanced High or IPT--FES English STAAR N/A TELPAS Writing Advanced High 7 TELPAS Listening and Speaking Advanced High or IPT--FES English STAAR N/A English STAAR 8TELPAS Listening and Speaking Advanced High or IPT--FES English STAAR N/ATELPAS Writing Advanced High

End of Year Procedure Map DATEEnd of Year LPAC Activity May 1-15Review TELPAS Student Rating Roster Form—all students (Listening and Speaking) Advanced-High ELL exit oral measure Review TELPAS Student Rating Roster Form—grades 2/3/5/6/8 (Writing) Advanced-High ELL exit writing measure Administer IPT oral retest to all students who scored Advanced-High on TELPAS Writing but did not score Advanced-High on TELPAS Listening and Speaking Administer IPT Early Writing Test to first grade students slated for ELL exit. May 26-29Review Reading STAAR Scores (grades 3-8) for students who passed this measure for ELL Exit Review Writing STAAR Scores (grades 4/7) for students who passed this measure for ELL exit June 1-4Hold LPAC meetings–grades 3/4/5/6/7/8 Complete Elementary or Middle LPAC Minutes Create Student Profile forms Save information to SIS Place Student Profile forms in ELL Folders June 15-18Hold LPAC meetings–review IOWA Scores—grades 1/2 Complete Elementary LPAC Minutes Create Student Profile forms Save information to SIS Place Student Profile forms in ELL Folders 10

What Should You Be Doing? It is May 11, 2015, what should you be doing for End of Year LPAC? It is May 27, 2015, what should you be doing for End of Year LPAC? It is June 3, 2015, what should you be doing for End of Year LPAC? Turn to your neighbor and discuss (refer to slide 10) 11

ELL Data Report The End of Year Data Report for each school: – Will be loaded onto the Principal’s Dashboard the third week of May, 2015 – Students who meet ELL Exit Criteria will be highlighted in green – Schools will be able to cut/paste the database into the EOY LPAC Minutes template 12 Green—Met ELL CriteriaYellow—Needs IPT Oral RetestPink—NO NRT test results Grades 1/2

ELL Data Report cont….. 13 Green—Met Exit CriteriaYellow—Needs IPT Oral Retest The End of Year Data Report for each school: – Will be loaded onto the Principal’s Dashboard the third week of May, – Students who meet ELL Exit Criteria will be highlighted in green – Schools will be able to cut/paste the database into the EOY LPAC Minutes template Grades 3-8

End of Year LPAC Student Profile Form Creates a printable report which can be used to inform EOY LPAC decisions Allows LPAC to enter student data used in the review Schools will no longer enter EOY LPAC information in the ELL Folder Data entered will be saved in SIS as the form is created. Schools will place the EOY LPAC Student Profile form in the ELL Folder

Steps to Create the Student Profile Form Search for the student to be updated. Scroll down to LEP IMM MIG and click on LPAC. The LPAC Information page will open.

Continue… Under the Actions menu in the menu bar, choose “Add LPAC Meeting Info”

Continue… A new record will be displayed as shown below. Note the test data included to facilitate the LPAC. Scroll down to view the student’s assessment history The LPAC will determine if each ELL student meets the ELL Exit Criteria. If the student does not meet ELL Exit Criteria, the LPAC chooses the appropriate program placement and ESL instructional level based on each student’s data for the next school year.

Continue…

Continue… Before you save each student’s record print a Student Profile form with signature lines for meeting participants by clicking the (print screen) link at the top of page. Place this form in the student’s ELL Folder

Continue… After saving the End of Year LPAC record, you should click on LEP. You will see that a new ELL record has been created and dated the last day of the school year. That means that the new ELL Status/Program Placement will be in effect the first day of the new school year.

Did Yinfea Meet ELL Exit Criteria? Yinfea is a third grade ELL student served in an ESL Program Yinfea took the English STAAR Reading and passed Yinfea took the English STAAR Math and passed Yinfea was rated Advanced-High TELPAS Listening Yinfea was rated Advanced TELPAS Speaking Yinfea scored Advanced-High TELPAS Reading Yinfea was rated Advanced-High TELPAS Writing Did Yinfea meet ELL Exit Criteria? Discuss with your table Anything wrong? 21

Did David Meet ELL Exit Criteria? David is a 7 th grade ELL student served in an ESL Program David took the STAAR Reading and passed David took the STAAR Writing and did not pass David was rated Advanced-High TELPAS Listening David was rated Advanced-High TELPAS Speaking David scored Advanced-High TELPAS Reading David was rated Advanced-High TELPAS Writing Did David meet ELL Exit Criteria? Discuss with your table 22

Did Genni Meet ELL Exit Criteria? Genni is a first grade ELL student in a Bilingual Program Genni took IOWA and scored at the 42%ile in Reading and 40%ile in Language Genni was rated Advanced-High TELPAS Listening Genni was rated Advanced-High TELPAS Speaking Genni was rated Advanced TELPAS Reading Genni was rated Advanced TELPAS Writing Did Genni meet ELL Exit Criteria? Discuss with your table Anything wrong? 23

If student meets ELL Exit criteria… 24 If the student meets exit criteria-- – Exit student – Notify the parents of exit/obtain a signed exit letter – Assign to General Ed. class for next year (M1) – Recommend participation in other programs (GT…) – Monitor progress each grading period (2 yrs.)

Exiting ELL students who also Receive Special Education Services The ARD committee along with the LPAC shall determine: – an appropriate assessment instrument and –performance standard requirement to exit for students for whom the usual tests would be inappropriate as part of the IEP. The decision to exit a ELL student who receives both special education and ESL services is determined by: – ARD Committee –LPAC Committee Refer to “Process for Sp. Ed. /ELL Exit Flowchart” on Multilingual website

Two Year Monitoring Period Once exited, ELL students become Non-ELL and should be coded: –Year 1 (M-1) –Year 2 (M-2) The LPAC is required to: –Monitor the progress of exited students for 2 years and –Recommend other intervention/support for exited students who are not achieving academically. –Schools must provide a program of “intensive instruction” for these students. –Document review in the ELL folder and SIS 26

If student does not meet ELL Exit Criteria… If the student is still ELL (did not meet ELL exit criteria)-- Continue in program Document facts/circumstances for promotion when applicable Assign program for next year-- (YL, YP, YT, YO, YC, YE, YX, WH) Obtain new parent permission letter (ESL) (elementary to middle) Determine ESL level for next year –TELPAS composite –Teacher input Recommend participation in other programs as needed 27

If Student is still ELL…. Choice for parents of Spanish speaking Students Bilingual program –Gradual progression from Spanish to English based on type of bilingual program –All subjects taught in native language and English depending on grade level –Daily English (ESL) instruction in LSRW and content concepts beginning in Pre K –Daily English through ancillary classes –Local and state required tests in language of Reading/LA instruction –Instruction designed for students based on ESL instructional level General Education Program (W-H) –No native language instruction –All subjects in English with intervention provided when necessary –Local and state required tests in English –Promotion guidelines same as for students in all English classes 28

If Student is still ELL Choice for Parents of Speakers of Other Languages—Elementary Grades ESL Program –All subjects taught in English by teacher who is especially trained and certified for L2 teaching –Local and state requires testing in English –Modified instruction designed for students based on ESL instructional level General Education Program (W-H) –No native language instruction –All subjects taught in English with intervention provided when necessary –Local and state required tests in English –Promotion guidelines same as for students in all English classes 29

Moving From Elementary to Middle Moving from Middle to High LPACs should review students moving from elementary to middle by June 11, LPACs must forward a list/minutes of End of Year Review (grade 5 & 8) including exited students (to be monitored) to their feeder schools by June 29, End of Year minutes should include: –Name, grade and ID –ELL status for fall semester –Recommended program for the fall –End of year LPAC review date –Exit dates, (exit reason if applicable) –The receiving school must ensure appropriate program form with signature/date in the folder for funding purposes –New parent permission dates (if applicable) 30

Newcomer Program Model Recommended Middle School Course Assignments Preliterate ESL Level P 2 or 3 class periods of ESL English (appropriate for grade & ESL level) ELD ( state elective) ESL reading Content subjects using ESL methods with ESL trained teachers Note – Preliterate ELL students should be scheduled in content subjects designed specifically for ELL students that require little reading to ensure student success, as well as, non-reading electives such as Art, PE, Music... Beginning ESL Level 1 2 class periods of ESL – English (appropriate for grade & ESL level) ELD ESL Reading Content subjects using ESL methods with ESL trained teachers Note – Preliterate ELL students should be scheduled in content subjects designed specifically for ELL students that require little reading to ensure student success, as well as, non-reading electives such as Art, PE, Music... Intermediate ESL Level 2 2 class periods of ESL – English (appropriate for grade & ESL level) ESL reading Content subjects using ESL methods with ESL trained teachers 31

ESL Program Model Recommended for Middle School Course Assignments Advanced ESL Level 3 Two class periods of ESL – English (appropriate for grade and ESL level) ESL reading Content subjects using ESL methods with ESL trained teachers Transitional ESL Level AH Two class periods of ESL – English (appropriate for grade and ESL level) ESL reading Content subjects (Regular Ed. program) 32

LPAC Role in Promotion Decision for ELL Students For every ELL student who does NOT meet the district or state promotion standard(s): – The LPAC must review each student individually – Complete the LPAC documentation form-- LPAC Documentation for Promotion, Evidence of Extenuating Circumstances, and ELL Student Progress – This review is presented to the GPC and may include but is not limited to the following: o Information regarding extenuating circumstances that may have adversely affected participation in required assessment o Evidence of satisfactory student performance o Improvement in student performance o Recommendations on accelerated instruction – The GPC shall carefully consider ELL student progress and any extenuating circumstances that affect his/her progress in making their final decision NOTE: – Fluent English Proficient speakers in Two Way programs may be at risk of not meeting the district and/or state promotion standard due to possible extenuating circumstances related to targeted language of instruction/assessment. They should not be retained due to testing in the target language. 33

Creating Unschooled Asylee/Refugee Records in SIS Students must meet 3 criteria: –Have refugee/asylee status (I-94 on file) –Have first entered school in grade 7 or above –Are “unschooled” (as determined by the LPAC) Students must be identified (as ELL) by the LPAC before data is entered in the Unschooled Asylee/Refugee panel Send a copy of all I-94 Refugee documents upon enrollment to: –Attn.--Jessica Hodge--Multilingual Fax #

Multilingual Support As support for “Best Practice” ESL Programming for the ELL students, the Multilingual Department staff will: –Visit HISD campuses to review End of Year LPAC Procedures –Check all End of Year documentation during each campus visit to review ELL Exits –Communicate with SSOs and Chiefs concerning individual campus compliance with the state mandated End of Year LPAC Campus visits will be: –May 26-29, 2015 –June 2-6, 2015 –June 8-11,

Multilingual Contacts Dr. Gracie Guerrero—Assistant Superintendent, Multilingual Programs 36

Thank you Presenters:April 2015 Terrie Armstrong Randall Jones Luisa F. Parra Cruz Rochez Multilingual Programs Department