Annual Review Process for LPAC 2009-10 4/15/2017 Annual Review Process for LPAC 2009-10 Austin ISD Office of Bilingual Education/ESL

Annual Review Timeline April 5 window opens in LPAS May 14th (tentative) TELPAS data available in LPAS May 19th TAKS data available in LPAS for 3-12th grade June 8th window for Annual Reviews closes in LPAS (all forms must be closed) June 20 Report run for compliance with Annual Review completion Austin ISD Office of Bilingual Education/ESL

Who do I need to complete an Annual Review for? Austin ISD Office of Bilingual Education/ESL

Austin ISD Office of Bilingual Education/ESL 4/15/2017 Annual Reviews At the end of the year, the Committee reviews every ELL 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 Austin ISD Office of Bilingual Education/ESL

Austin ISD Office of Bilingual Education/ESL 4/15/2017 Annual Reviews What is reviewed? Any data that is available that can be used to make good, sound decisions on the following year’s placement, for example: Benchmarks Classroom Tests State Criterion Test Data (TAKS) Norm-referenced English and Spanish (when applicable) Standardized Achievement Test Data Austin ISD Office of Bilingual Education/ESL

Austin ISD Office of Bilingual Education/ESL Annual Reviews What is reviewed? (con’t) Oral Language Proficiency Test Data Reading Proficiency Test Data (TELPAS,TPRI, Tejas Lee etc.) Grades Anything that will give a well-rounded picture of the student’s growth and progress Austin ISD Office of Bilingual Education/ESL

When do students exit the bilingual or ESL program? 4/15/2017 When do students exit the bilingual or ESL program? Austin ISD Office of Bilingual Education/ESL

Austin ISD Office of Bilingual Education/ESL 4/15/2017 State Exit Criteria #1 19 TAC§ 89.1225(h-k) 1) TEA-approved tests that measure the extent to which the student has developed oral and written language proficiency and specific language skills in English According to state law, students may ONLY be exited at the end of the year. (h) For exit from a bilingual education or English as a second language program, a student may be classified as English proficient at the end of the school year in which a student would be able to participate equally in a regular, all-English, instructional program. This determination shall be based upon all of the following: (1) TEA-approved tests that measure the extent to which the student has developed oral and written language proficiency and specific language skills in English; (2) satisfactory performance on the reading assessment instrument under the Texas Education Code, §39.023(a), or a TEA-approved English language arts assessment instrument administered in English, or a score at or above the 40th percentile on both the English reading and the English language arts sections of a TEA-approved norm-referenced assessment instrument for a student who is enrolled in Grade 1 or 2; and (3) TEA-approved criterion-referenced written tests when available and the results of a subjective teacher evaluation. [(1) This determination shall be based upon tests that measure the extent to which the student has developed oral and written language proficiency and specific language skills in both the student's primary language (for students enrolled in bilingual education) and English, and one of the following:] [(A) meeting state performance standards for the English language criterion-referenced assessment instrument for reading and writing (when available) required in the Texas Education Code (TEC), §39.023, at grade level; or] [(B) scoring at or above the 40th percentile on both the English reading and the English language arts sections of a TEA-approved norm-referenced assessment instrument.] [(2) In making this determination, districts shall also consider other indications of a student's overall progress, including criterion-referenced test scores, subjective teacher evaluation, and parental evaluation.] (i) A student may not be exited from the bilingual education or English as a second language program in prekindergarten or kindergarten [through Grade 1]. A district must ensure that limited English proficient students are prepared to meet academic standards required by TEC, §28.0211. (j) For determining whether a student who has been exited from a bilingual education or English as a second language program is academically successful, the following criteria shall be used at the end of the school year: (1) the student meets state performance standards in English of the criterion-referenced assessment instrument required in the Texas Education Code, §39.023, for the grade level as applicable; and (2) the student has passing grades in all subjects and courses taken. (k) The ARD committee in conjunction with the language proficiency assessment committee shall determine an appropriate assessment instrument and performance standard requirement for exit under subsection (h) of this section for students for whom those tests would be inappropriate as part of the IEP. The decision to exit a student who receives both special education and special language services from the bilingual education or English as a second language program is determined by the ARD committee in conjunction with the language proficiency assessment committee in accordance with applicable provisions of subsection (h) of this section. Austin ISD Office of Bilingual Education/ESL

Austin ISD Office of Bilingual Education/ESL 4/15/2017 State Exit Criteria #2 2) Satisfactory performance on the reading assessment instrument under the Texas Education Code, §39.023(a), or an English language arts assessment instrument administered in English, or a score at or above the 40th percentile on both the English reading and the English language arts sections of a TEA-approved norm-referenced assessment instrument for a student who is enrolled in Grade 1 or 2; and Austin ISD Office of Bilingual Education/ESL

Austin ISD Office of Bilingual Education/ESL 4/15/2017 State Exit Criteria #3 3) TEA-approved criterion-referenced written tests when available, other TEA-approved tests when criterion-referenced written test is not available, and the results of a subjective teacher evaluation. Austin ISD Office of Bilingual Education/ESL

Austin ISD Office of Bilingual Education/ESL Updating LAS Links All students being considered for exiting, must receive an updated administration of the LAS Links. Contact the International Welcome Center at 414-6426 for additional LAS Links forms. Austin ISD Office of Bilingual Education/ESL

Requirements for lower grades 4/15/2017 No Exiting before 1st grade Requirements for lower grades Students in Pre-Kindergarten, Kindergarten may not be exited from a bilingual education or English as a second language program. Annual LPAC meetings occur at the end of the school year to recommend placement for the following academic year. A student may not be exited from the Bilingual Education or ESL Program in Pre-Kindergarten or Kindergarten as stated in the new TAC §89.1225(i) Remember: The goal of Bilingual/ESL programs is not to exit students as quickly as possible, it is to ensure that their proficiency levels in speaking, listening, reading, writing and comprehension in English are at a level where they can be successful in the mainstream all English environment. The Title III biennial report mandates that districts report all students that are unsuccessful after exiting and must be reclassified as LEP.   Austin ISD Office of Bilingual Education/ESL

What about ELLs in Special Education? Austin ISD Office of Bilingual Education/ESL

ARD LPAC Collaboration 4/15/2017 ARD LPAC Collaboration For LEP students receiving special education services, the Admission, Review and Dismissal (ARD) committee must work in conjunction with the LPAC to determine exiting. According to Commissioner’s Rules that the full ARD committee and full LPAC must work in conjunction on decisions regarding identification and placement [§89.1225(f)(4)(k)]. (h) For exit from a bilingual education or English as a second language program, a student may be classified as English proficient at the end of the school year in which a student would be able to participate equally in a regular, all-English, instructional program. This determination shall be based upon all of the following: (1) TEA-approved tests that measure the extent to which the student has developed oral and written language proficiency and specific language skills in English; (2) satisfactory performance on the reading assessment instrument under the Texas Education Code, §39.023(a), or a TEA-approved English language arts assessment instrument administered in English, or a score at or above the 40th percentile on both the English reading and the English language arts sections of a TEA-approved norm-referenced assessment instrument for a student who is enrolled in Grade 1 or 2; and (3) TEA-approved criterion-referenced written tests when available and the results of a subjective teacher evaluation. [(1) This determination shall be based upon tests that measure the extent to which the student has developed oral and written language proficiency and specific language skills in both the student's primary language (for students enrolled in bilingual education) and English, and one of the following:] [(A) meeting state performance standards for the English language criterion-referenced assessment instrument for reading and writing (when available) required in the Texas Education Code (TEC), §39.023, at grade level; or] [(B) scoring at or above the 40th percentile on both the English reading and the English language arts sections of a TEA-approved norm-referenced assessment instrument.] [(2) In making this determination, districts shall also consider other indications of a student's overall progress, including criterion-referenced test scores, subjective teacher evaluation, and parental evaluation.] (i) A student may not be exited from the bilingual education or English as a second language program in prekindergarten or kindergarten [through Grade 1]. A district must ensure that limited English proficient students are prepared to meet academic standards required by TEC, §28.0211. (j) For determining whether a student who has been exited from a bilingual education or English as a second language program is academically successful, the following criteria shall be used at the end of the school year: (1) the student meets state performance standards in English of the criterion-referenced assessment instrument required in the Texas Education Code, §39.023, for the grade level as applicable; and (2) the student has passing grades in all subjects and courses taken. (k) The ARD committee in conjunction with the language proficiency assessment committee shall determine an appropriate assessment instrument and performance standard requirement for exit under subsection (h) of this section for students for whom those tests would be inappropriate as part of the IEP. The decision to exit a student who receives both special education and special language services from the bilingual education or English as a second language program is determined by the ARD committee in conjunction with the language proficiency assessment committee in accordance with applicable provisions of subsection (h) of this section. Austin ISD Office of Bilingual Education/ESL

ARD LPAC Collaboration An ARD LPAC Committee meeting must be held for a Special Education student in order to determine the LEP exit criteria of student as well determine the appropriateness of exiting the student when the criteria has been met. Austin ISD Office of Bilingual Education/ESL

Austin ISD Office of Bilingual Education/ESL ARD/LPAC Collaboration meeting is required for ELLs who are also in Special Education. ARD/LPAC Collaboration must happen and be documented in SEEDS before the Annual Review LPAC meeting. Refer to ARD/LPAC Collaboration Handout Austin ISD Office of Bilingual Education/ESL

ARD LPAC Documentation Once a student is recommended for exiting LEP status in SEEDS, the exit criteria and decision is transmitted to LPAS. LPAC must exit the student in LPAS to receive a parent notification form to be sent home for a signature. Austin ISD Office of Bilingual Education/ESL

LPAC Responsibilities 4/15/2017 LPAC Responsibilities The LPAC must ensure that the exit decisions are appropriate so that reclassification as LEP and re-entry to a Bilingual/ESL program can be avoided. All members should be confident in the decision to exit each student using the state criteria. Austin ISD Office of Bilingual Education/ESL

Parent Signature Approval Requirement 4/15/2017 Parent Signature Approval Requirement 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’s signature approval of the student’s exit must be present in the student’s record folder Austin ISD Office of Bilingual Education/ESL

What happens after LEP students exit the Bilingual or ESL program? 4/15/2017 What happens after LEP students exit the Bilingual or ESL program? Austin ISD Office of Bilingual Education/ESL

Monitoring Exited Students 4/15/2017 After Exiting 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. TEC §29.0561 Monitoring consists of incremental, documented review of grades, academic progress,TAKS scores, etc... The specific items that must be monitored for students who have been exited from the Bilingual Education or ESL Program within the last 2 years are clearly stated in TEC §29.0561, which is included in Section I of the Manual. Sec. 29.0561.  EVALUATION OF TRANSFERRED STUDENTS; REENROLLMENT. (a) The language proficiency assessment committee 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. (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 language proficiency assessment committee shall review the 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 28.002(a)(1); (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. (c)  After an evaluation under this section, the language proficiency assessment committee may require intensive instruction for the student or reenroll the student in a bilingual education or special language program. Austin ISD Office of Bilingual Education/ESL

Austin ISD Office of Bilingual Education/ESL Conduct English LAS Links Updates prior to the LPAC meeting Hold ARD/LPAC meetings for Special Education students that you think should exit Plan ahead to get signatures for exiting students. Austin ISD Office of Bilingual Education/ESL

Austin ISD Office of Bilingual Education/ESL 4/15/2017 What if exited students are not successful in the general education classroom? Austin ISD Office of Bilingual Education/ESL

Reclassification/Exit LPAC Responsibilities 4/15/2017 Reclassification/Exit LPAC Responsibilities 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 ELL students continue to achieve academic success. Austin ISD Office of Bilingual Education/ESL

Austin ISD Office of Bilingual Education/ESL Monitoring During the first two years after a student is exited out of a bilingual education or special language program under Section 29.056 the language proficiency assessment committee shall review the student’s performance at the end of each grading period. The LPAC will consider… Austin ISD Office of Bilingual Education/ESL

Austin ISD Office of Bilingual Education/ESL Monitoring (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 28.002 (a) (1); (3) The student’s performance on each assessment instrument administered under Section 39.023 (a) or (c).; Austin ISD Office of Bilingual Education/ESL

Austin ISD Office of Bilingual Education/ESL 4/15/2017 Monitoring (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. Sec. 29.0561.  EVALUATION OF TRANSFERRED STUDENTS; REENROLLMENT. (a) The language proficiency assessment committee 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. (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 language proficiency assessment committee shall review the 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 28.002(a)(1); (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. (c)  After an evaluation under this section, the language proficiency assessment committee may require intensive instruction for the student or reenroll the student in a bilingual education or special language program. Austin ISD Office of Bilingual Education/ESL

Austin ISD Office of Bilingual Education/ESL Monitoring 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. Austin ISD Office of Bilingual Education/ESL

Austin ISD Office of Bilingual Education/ESL LPAS Forms L7.1 Annual Status Review- PK-2 Grade Form L7.1 Annual Status Review Notification L7.2 Annual Status Review –3rd-12th Grade Form L7.2 Annual Status Review Notification Austin ISD Office of Bilingual Education/ESL

Austin ISD Office of Bilingual Education/ESL LPAS Forms L7.3 Monitoring- Exited students in First Year (F) or Second Year (S) L7.3 Monitoring Notification Austin ISD Office of Bilingual Education/ESL

Austin ISD Office of Bilingual Education/ESL LPAS Forms L15 Annual Review Summary for PK-2 (LPAC Signatures) L16 Annual Review Summary for 3-12 (LPAC Signatures) Austin ISD Office of Bilingual Education/ESL

Austin ISD Office of Bilingual Education/ESL 4/15/2017 Student Information Who is responsible for getting all of the LPAC information, maintaining it, and following up? Austin ISD Office of Bilingual Education/ESL

Austin ISD Office of Bilingual Education/ESL By June 1st  Share Annual Status Review and Monitoring form directions with teachers who will complete the forms. Complete L7.1 or L7.2 Annual Status Reviews forms for all ELL/LEP students. This includes students in Bilingual Education, ESL or on denials. Austin ISD Office of Bilingual Education/ESL

Austin ISD Office of Bilingual Education/ESL Before June 1st Complete L7.3 Monitoring forms for all students who are within 2 years of exiting LEP status. Conduct LPAC meetings to review all L7.1 and L7.2 Annual Status Review forms and L7.3 Monitoring forms. Austin ISD Office of Bilingual Education/ESL

Austin ISD Office of Bilingual Education/ESL Before June 1st Send home Parent Notifications of the Annual Status Reviews and Monitoring meetings after the LPAC meetings are held. Receive parent signatures from students who will be exiting or re-entering LEP status. Austin ISD Office of Bilingual Education/ESL

Austin ISD Office of Bilingual Education/ESL Before June 8th Close all L7.1, L7.2 Annual Status Reviews an L7.3 Monitoring forms for school year 2009-2010 in LPAS File the Annual Status Review and Monitoring Parental Notifications (with signatures if received) in the student’s green ELL/LEP folder within the cumulative folder Austin ISD Office of Bilingual Education/ESL