End of Year LPAC for Bilingual/ESL May 08, 2014 Presented by: Sue Banfield Yolanda Sarinana

 HLS/ 20 Day Deadline  Annual LPAC Meetings  Progress Report to Parents  Exiting Students  SPED/LEP Exits  Assessment and Accountability  SSI  Summer School  Red Folder Contents  Summer Staff Development

 Do not give HLS to anyone coming in from another Texas School.  Original HLS (How do you know?)  If a student goes away for several years and returns…use the original HLS.  If a mistake was made, document the conversation with the parent, date it, and proceed with the process.(20 days)  Check any discrepancies even from other BISD campuses.

 20 day deadline encompasses parent permission. We need to ensure that all students are coded before final submission day.  Do not go over 20 days. If you can’t get information from other campus, document the date and who you talked with.  If running out of time, assess and LPAC.

All ELL students identified in PEIMS will have and annual review at the end of the year.  Bilingual  ESL  LEP parent denials  1 st and 2 nd year Monitors will have an annual review at the end of the year.

 LPAC will review academic and linguistic progress, assessment results and any other information about each student and document in individual review page and minutes.  Report to Parents of Students Progress. A copy of the report needs to be kept and put in student’s red folder.  Individual LPAC minutes will be kept in student’s Red Folder  Level of English on EOY review is TELPAS composite score. For PK use woodcock level.  Annual review LPAC minutes and individual minutes will be sent to the bilingual/ESL office by the last day of school.

 Pre-K, K, 1, 3, and 5 will take the OLPT (Woodcock Munoz) sections 1 and 2 at the end of year to measure growth and have current language scores.  Other grades will test only for exiting purposes.  Current OLPT (Woodcock Munoz) must reflect a score of 4 or above on the Oral CALP for exiting  OLPT in Spanish not required for bilingual programs when exiting.

 Our district will first consider students for exiting after their third grade year.  LPACs should only recommend a student for exiting if ALL criteria is met.  New Exit Criteria Chart (see handout )

 Check parent denials and use the same criteria for exit with these students  All exit decisions are made by the LPAC  Parent denial form signed every year  Original denial form will be placed in the red folder, all others can be kept in document folders.  Document folders should follow the student from campus to campus.

 Use criteria set by TAC (h) first.  Use TAC (k) for students with special circumstances  See process for setting special exit criteria (on bilingual/ESL website)

 students may be exited using STAAR Modified or STAAR ALT if the ARD, in conjunction with the LPAC, determined that to be the most appropriate assessment for the student AND follow the process outlined in the document found at the included link.  ibID= ibID=

 Set in the fall to exit in Spring  Set in the Spring to exit the following Spring  For students taking STAAR Modified or STAAR Alternate  Should be set by the ARD in conjunction with the LPAC  STAAR performance standards may not be modified

 Send home notification of exit for students served in a program and for parent denials  If parent disagrees with decision to exit, stress the two year monitoring and students have option to be placed back in program if not successful in all English setting during the two years.  Parent signature is not required for exiting  Maintain a copy of the exit letter in the student’s permanent record.

 Monitor for two years  Must check grades every grading period (not just at the end of the year!) and LPAC convenes if student has a failing grade in the core subjects  Student can only be placed back in the program during this two year monitoring.  If re-enrolled-----parent must approve!

Accountability TEA Website A -Z Student Assessment Division What’s New

Provides year to year performance expectations of STAAR content area and assessments for ELLs Takes into account the level of English language proficiency of ELLs to provide more meaningful gauge of annual improvement

Three steps Determine eligibility Determine the plan ELL Met or Exceeded the scale score on plan

Eligibility Student has a valid STAAR scale score Identified LEP/ELL Not a parent denial Took an English STAAR Did not take STAAR Modified, ALT or Spanish Has not exceeded his number of years in plan

The Plan Created according to the TELPAS 2014 Report Number of Years in U. S. Schools TELPAS composite rating (2 nd grade or higher) Extenuating circumstances (unschooled asylee/refugee, student with interrupted formal education SIFE)

The Plan After 2014, most recent TELPAS information will be used Once placed on the plan the same plan continues After a student surpasses the number of year in plan, he will no longer receive the ELL progress measure but instead use STAAR progress measure even though the student is ELL By moving to STAAR progress the student can receive credit for progress even if he/she does not achieve the Level II standard

 ELL Progress measure does not apply to SSI  All ELL students in grades 5 and 8  exception unschooled asylee or refugee  After two administrations, GPC is formed and in consultation with LPAC prescribes accelerated instruction.  If an ELL does not meet the passing standard on the third administration of an assessment, the student is automatically retained.  GPC and LPAC will determine AIP for next year and make promotion decision if parent has appealed

 Mandated for students in PK and K  If a student’s parent has denied bilingual/ESL services, then the student is not eligible to generate summer school funding.

 PK, K and Newcomers at Southwest  June 9-27  State mandated and all eligible can attend  1-5 Jumpstart at Southwest  August 4-15  Recommended by LPAC based on eligibility criteria.

 Front Cover – Completed and updated when necessary.  Inside Left – All TELPAS result print outs and writing samples for the last 2 years  Inside Right – Follow documentation checklist on front outside cover

 Only 1 HLS  Only initial and exit Woodcock report should be in the red folder  Initial review  Parent permission/denial for services  EOY reviews  Progress reports  Accommodations forms  All forms in chronological order  Complete forms—Dates are very important  Placement and permission dates are the same  Woodcock Munoz testing booklets and other reports in students’ document folder  Please fasten all paperwork to folder

 Be sure to submit end of year paper work with appropriate parent permission to the bilingual office by the last day of school.  If paper work is not received by the bilingual office by the last day of school, students will keep their current coding for the following year.

 Local  June ESL Preparation Course  Region XII  June 21 Parent Involvement #41579Waco  July 17 Teaching All Kids#41279Waco  July 18Eradicating Learned Passivity#41282Waco  August 5ELPS Instructional Tool Training#41944Waco  September 12 Demystifying the Mexican Education System #42197 Waco  September 24 Sheltered Instruction #41986Waco  October 21 Ell Instructional Strategies #42018Waco

 Questions  Concerns  Celebrations