1. Framework for the Language Proficiency Assessment Committee (LPAC) Process 1 Dr. Betty de Torres y Sandoval, Milissa Johnson M.Ed., Desiree Hardeman M.Ed., and Cathleen Rooney M.Ed. (In progress)

2. Framework for the Language Proficiency Assessment Committee (LPAC) Process 2 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.

3.  The LPAC can discuss multiple children in the same meeting  The LPAC has a parent representative for all LEP kids, not just the individual child’s parent  The Bilingual/ESL Program does not need parent permission for testing language proficiency  The ARD committee places student in the Special Education Program; LPAC member must be present at the ARD of any LEP student (an ARD committee member does not need to be present at an LPAC, but it is encouraged) Framework for the Language Proficiency Assessment Committee (LPAC) Process 3

4.  Facilitates and reviews student participation and progress in the district’s 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 Framework for the Language Proficiency Assessment Committee (LPAC) Process 4

5. Upon initial enrollment- within the student’s first 4 weeks (20 school days) Immediately prior to assessments At the end of the year for annual review and for the following year’s placement decision As needed to discuss student needs Framework for the Language Proficiency Assessment Committee (LPAC) Process 5

6. 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)  (ESL student LPAC – Bilingual educator not required) Framework for the Language Proficiency Assessment Committee (LPAC) Process 6 *All must be present

7. LPAC meetings: Agenda  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 student data and information  Members arrive at appropriate decisions  Members sign and date all documentation/LPAC forms  Decisions are included in LPAC minutes  Committee meeting is adjourned  Documentation is filed in appropriate student folder  Copies are submitted to the ELL Department Framework for the Language Proficiency Assessment Committee (LPAC) Process 7

8.  The person administering the oral language proficiency test must have documentation of training in the administration and scoring of the test AND must be proficient in the language of the test. Framework for the Language Proficiency Assessment Committee (LPAC) Process 8

9. 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.  The progress of the LEP student with a parent denial on file must be closely monitored.  Denial forms must be signed each year, with an explanation of program benefits – detailing opportunity to be served, if the parent so chooses. Framework for the Language Proficiency Assessment Committee (LPAC) Process 9

10. Parent Denials  The LPAC must review student’s TELPAS/State Assessment 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 – that have met exit criteria - are also monitored for two additional years (Title III, Part A, Subpart 2.Sec.3121(a)(4) Framework for the Language Proficiency Assessment Committee (LPAC) Process 10

11. Annual Review At the end of the year, the committee reviews every LEP/Monitored student being served with parental denials who has met exit criteria this school year and will continue to be monitored for 2 additional years exited during one of the previous 2 years and are being monitored Framework for the Language Proficiency Assessment Committee (LPAC) Process 11

12. 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: o Benchmarks o Classroom Tests o State Criterion Test Data (TAKS/STAAR/EOC) o Norm-referenced Standardized Achievement Test Data (IOWA, SAT, ACT etc.) o Oral Language Proficiency Test Data o Reading Proficiency Test Data (TELPAS, STAR - Renaissance, Tejas Lee etc.) o TELPAS Data o Grades o Anything that will give a well-rounded picture of the student’s growth and progress Framework for the Language Proficiency Assessment Committee (LPAC) Process 12

13. Framework for the Language Proficiency Assessment Committee (LPAC) Process 13 Exiting from the Program – End of School Year only: Proficiency in oral English language Proficiency in English Reading and Writing Consideration of subjective teacher evaluation See exit criteria chart for grade-specific requirements 19 TAC§ 89.1225(h)

14.  TELPAS Listening/Speaking – Advanced High, Woodcock- Muñoz – CALP # 4, 4.5, 5, or 6 (all students)  Woodcock-Muñoz Writing test for grade 1 only Score - 4, 4.5, 5, or 6.  EOC English/Writing STAAR  Writing Criteria TELPAS Advanced High in Writing Domain if student is not in a State Assessed Writing Grade (2-10) or TAKS Writing test, if applicable to that grade (grade12). Framework for the Language Proficiency Assessment Committee (LPAC) Process 14

15. 1 st Grade – Oral (Advanced High in Listening and Speaking), Written (Woodcock Muñoz Writing 4 and above), Reading and Language (IOWA - 40% or higher), Teacher input. 2 nd Grade – Oral (Advanced High in Listening and Speaking), Written (Advanced High TELPAS), Reading and Language (IOWA - 40% or higher), Teacher input. 3 rd Grade – 10 th Grade– Oral (Advanced High in Listening and Speaking), Written (Advanced High TELPAS or STAAR), STAAR Reading, Teacher input. Framework for the Language Proficiency Assessment Committee (LPAC) Process 15

16. Framework for the Language Proficiency Assessment Committee (LPAC) Process 16 Exiting from the Program (continued) in conjunction with one of the following two criteria: 1) A student who has been determined as Limited English Proficient (LEP), must achieve in the 40 th percentile or higher on the language arts and reading portions (only) of a norm-referenced standardized achievement test (IOWA/1 st & 2 nd graders)

17. Framework for the Language Proficiency Assessment Committee (LPAC) Process 17 Exiting from the Program (continued) 2) The student meets state performance standards on the reading and writing portions (when available) on the English Language criterion referenced test Refer to 2013-2014 Exit Criteria Chart

18. Framework for the Language Proficiency Assessment Committee (LPAC) Process 18 1. In the 2013–2014 agency-approved List of Approved Tests for Assessment of Limited English Proficient Students available on the following web page: http://www.tea.state.tx.us/index2.aspx?id=4098&menu_id=720 Note: LEP students may be exited only after end of first grade based on 19 TAC §89.1225(i) 2. For STAAR, English reading and English writing refer to the grade-level tests in grades 3-8 and to the applicable end-of-course English I, II, and III reading and writing assessments. 3. Exception: TELPAS Reading Advanced High will be used for all students with TAKS as their graduation requirement under state policy. 4. Exception: An agency-approved writing test from the 2013–2014 list of approved tests will be used for all students with TAKS as their graduation requirement under state policy.

19. In rare cases, a documented meeting for review must occur at the beginning of the school year to propose exiting of a Special Education/LEP student, who may be exited at the end of the school year based on allowable, agreed-upon criteria. The ARD and LPAC committees must act in collaboration for entry and exit determination. Review current LEP/SPED students – prepare paperwork to be completed in the first 6 weeks of 2014-2015 school year for qualifying students who meet the criteria. Collaboration must be carried out to review progress, determine linguistic accommodations, and other issues related to the student’s individualized education program (IEP). Parental representation for LPAC may be the parent of the student or the LPAC parent using proper documentation. Framework for the Language Proficiency Assessment Committee (LPAC) Process 19

20. Family Educational Rights and Privacy Act (FERPA) allows the LPAC parent, acting as a school official, under the authority of the district to attend the ARD with proper documentation … or The parent may give written consent for the LPAC parent to attend the ARD … or The parent of the Special Education student may be educated on LPAC procedures and represent their own child in the joint ARD/LPAC meeting (recommended) http://www.ed.gov/policy/gen/guid/fpco/ferpa/lea- officials.html paragraph 3 Framework for the Language Proficiency Assessment Committee (LPAC) Process 20

21. Once the LPAC reclassifies a student as non-LEP, parents must be notified and sign the notification that the student has met state criteria for exit and will be monitored for 2 years. Parent notification of the student’s exit must be present in the student’s record folder & a copy to ELL office. Demonstrate due diligence in acquiring signatures. Document efforts. Call our office for assistance after 3 documented attempts. Framework for the Language Proficiency Assessment Committee (LPAC) Process 21

22. 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, but the LEP student cannot be reclassified as English proficient (non-LEP) at these grade levels. Framework for the Language Proficiency Assessment Committee (LPAC) Process 22

23.  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.  Ensure that ALL criteria is met and that the parent signature and date of agreement is provided, along with notification that the student will be monitored for 2 years.  All exiting documentation must be in student’s permanent record folder. Framework for the Language Proficiency Assessment Committee (LPAC) Process 23

24.  Include documentation of additional intervention efforts to be made for the students who have received bilingual/ESL services for more than 5 years without attaining exit status. Framework for the Language Proficiency Assessment Committee (LPAC) Process 24

25.  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, state assessment scores, etc...  Ensure that campus staff conduct periodic monitoring each 6 weeks. Framework for the Language Proficiency Assessment Committee (LPAC) Process 25

26.  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. Framework for the Language Proficiency Assessment Committee (LPAC) Process 26

27.  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 29.002(a) during any grading period in the first 2 school years after the student is transferred to determine whether the student should be reenrolled in a bilingual education or special language program. Framework for the Language Proficiency Assessment Committee (LPAC) Process 27

28. During the first two school years after of a student is transferred out of a bilingual education or special language program under Section 29.0561, the LPAC shall review student’s performance and consider (b): 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 29.002 (a) (1) Framework for the Language Proficiency Assessment Committee (LPAC) Process 28

29. (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 LPAC may require intensive instruction for the student or reenroll the student in a bilingual education or special language program. Framework for the Language Proficiency Assessment Committee (LPAC) Process 29

30.  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 student’s reclassification or to discuss any other needed interventions.  Districts receiving Title III funding also need to follow any parental notification requirements as specified in the federal law when placing students - End of Year Progress Report. Framework for the Language Proficiency Assessment Committee (LPAC) Process 30

31.  Permission/Notification of Program Entry are combined for all students entering the program  Progress Report for all students, including those continuing in the program and those exiting the program – parent signature not required – due diligence is expected. Collaboration among campus staff can be helpful. To be submitted by LPAC forms due date. A copy of the progress report is required in the student permanent record.  Call our office for assistance after 3 documented attempts  Three points of contact for each student, unless there is a program change Framework for the Language Proficiency Assessment Committee (LPAC) Process 31

32. According to the DCCM calendar………………. Exit criteria for grades 3-8, can be determined by 5/21 – all LPAC forms due for grades Pre-K-8, 5/30 Exit criteria for EOC can be determined by 6/07 all LPAC forms due for these grades on Framework for the Language Proficiency Assessment Committee (LPAC) Process 32 5/30 6/13

33.  Documentation for exiting must be dated on the LPAC as of the day following the last day of school.  Home Language Survey – only one in the file, the earliest one provided.  New permissions and updated denials must be dated for the first day of the next school year. Framework for the Language Proficiency Assessment Committee (LPAC) Process 33

34.  Annual Review & EOC form for HS  Progress Report  Minutes Framework for the Language Proficiency Assessment Committee (LPAC) Process 34