1. Beginning of Year LPAC Secondary Schools Presenters:Fall 2015 Terrie Armstrong Randall Jones Luisa F. Parra Cruz Rochez Nancy Cintron Multilingual Programs Department713-556-6961 Houston Independent School District 1

2. What’s NEW? New Google doc—LPAC Operation Form New Google doc—Waiver Form Certify Program—ELL Documentation New LPAC Parent Training (all LPAC Parents are encouraged to attend) – 6 Training Dates – 6 Locations New ELL Clerk Training—held monthly during the 2015-2016 school year New Multilingual Online Trainings—Found on the PowerUp Hub – ELL Identification and Placement – The Legal History of Bilingual and ESL Education – Sheltered Instruction Part 1 2

3. What’s NEW? ELL Exit Criteria—STAAR A may be used w/o linguistic accommodations Linguistic Assessment Accommodations—No ELL Exit Turn in a copy to Multilingual Dept. (Due--Sept. 25, 2015): – Initial Identification/Transfer LPAC minutes – SBEC teacher certifications 3

4. What Continues? Must still comply with State Laws Must still comply with HISD Bilingual/ESL Guidelines PBMAS indicators Federal/State Compliance--District Audits –ELL Folder –LPAC Binder Multilingual Dept.—LPAC Reviews –BOY—Initial Identification –MOY—Spring Assessment –EOY—Annual Review Accountability Standards 4

5. Important Dates September 4, 2015 LPAC Operation Report—Google doc (must include Principal’s electronic signature) September 19, 2015 Staffing Waivers—Google doc (must include Principal’s electronic signature) September 21, 2015 (20 th Day of Instruction) All LPAC members must attend required annual training no later than September 21, 2015 September 25, 2015 Copies of BOY Initial Identification/Transfer LPAC Minutes and SBEC Certification copies due to Luisa Parra, Multilingual Dept. September 28-October 28, 2015 Multilingual Review of BOY LPAC Procedures/Documentation (all schools will be visited by Multilingual staff) 5

6. Important Dates (cont.) October 12-23, 2015 Verify all ELL data (PEIMS Snapshot) Verify all Immigrant identification data (PEIMS Snapshot) February 8-26, 2016 Multilingual Review of MOY LPAC Procedures/Documentation (all schools will be visited by Multilingual staff) February 26, 2016 MOY LPAC Minutes due to Luisa Parra, Multilingual Dept. May 1, 2016 Start EOY LPAC Review (may not start earlier than May 1 st ) June 6-30, 2016 Multilingual Review of EOY LPAC Procedures/Documentation (all schools will be visited by Multilingual staff) June 30, 2016 EOY LPAC Minutes due to Luisa Parra, Multilingual Dept. 6

7. Language Proficiency Assessment Committee Chapter §89.1220. Language Proficiency Assessment Committee School districts shall by local board policy establish and operate a language proficiency assessment committee. The school district shall have on file policy and procedures for the selection, appointment, and training of members of the language proficiency assessment committee(s) –In school districts required to provide a bilingual education program, the language proficiency assessment committee shall be composed of the membership described in the Texas Education Code (TEC), §29.063. If the school district does not have an individual in one or more of the school job classifications required, the school district shall designate another professional staff member to serve on the language proficiency assessment committee. The school district may add other members to the committee in any of the required categories. –No parent serving on the language proficiency assessment committee shall be an employee of the school district. –A school district shall establish and operate a sufficient number of language proficiency assessment committees to enable them to discharge their duties within 20 school days of the enrollment of English language learners. –All members of the language proficiency assessment committee, including parents, shall be acting for the school district and shall observe all laws and rules governing confidentiality of information concerning individual students. The school district shall be responsible for the orientation and training of all members, including the parents, of the language proficiency assessment committee. –Upon their initial enrollment and at the end of each school year, the language proficiency assessment committee shall review all pertinent information on all English language learners identified in accordance with §89.1225(f) of this title (relating to Testing and Classification of Students) 7

8. LPAC Meetings 8 What should happen at an LPAC meeting? https://vimeo.com/135588347

9. Required LPAC Meetings Upon initial enrollment (BOY LPAC)- – ELL Identification (as new students enroll) – Program Placement – Must be held within the student’s first 20 school days of enrollment In the spring semester (MOY LPAC)- – To determine appropriate assessments prior to state/local assessments – Use of linguistic accommodations with assessments, as appropriate At the end of the year for annual review (EOY LPAC)- – Determine ELL Exit – Determine next year’s program placement – Determine new ESL instructional level As needed to discuss student progress 9

10. LPAC Membership Must have at least the following members: Administrator ESL teacher Parent of a ELL student NOTE: Multilingual Dept. must be informed of LPAC Committee Membership via the LPAC Committee Operation Report Google doc due Sept. 4, 2015. 10

11. Membership Guidelines All LPAC members: Shall be trained (BOY-MOY-EOY) Must be present at all LPAC meetings Must review all data on students in order to make decisions concerning: –Identification –Placement –Assessment –Student Academic/linguistic progress –ELL Exit Must review all data on students in order to make decisions concerning: –LPAC Minutes/forms –Student Profile forms Must ensure that all student information be kept CONFIDENTIAL (all sign LPAC oath) Must serve as an advocate for a ELL student at ARD meetings (Chapter 89.1230) 11

12. Membership Guidelines Parent Representative The trained LPAC parent serves as a volunteer representative for all ELL students at a school Parent representatives shall sign an oath of confidentiality (sample included in your packet) Parent representatives may not be employees of the District If LPAC members (parents) do not understand English the training should be conducted in the member’s primary language or At the LPAC meeting, an interpreter should be available 12 19 TAC §89.1220

13. Home Language Survey (HLS) Chapter §89.1215. Home Language Survey School districts shall conduct only one home language survey of each student. The home language survey shall be administered to each student new to the school district and to students previously enrolled who were not surveyed in the past. School districts shall require that the survey be signed by the student's parent or guardian for each student in prekindergarten through Grade 8, or by the student in Grades 9-12. The original copy of the survey shall be kept in the student's permanent record. The home language survey shall be administered in English and Spanish; for students of other language groups, the home language survey shall be translated into the home language whenever possible. The home language survey shall contain the following questions. –(1) "What language is spoken in your home most of the time?“ –(2) "What language does your child speak most of the time?" 13

14. Initial Identification 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. 14 All Students Home Language Survey

15. LPAC/HLS Quiz 1.What is the required membership on the LPAC? 2.What are the responsibilities of the LPAC? 3.When do you complete the Home Language Survey? 4.How many Home Language Surveys should a student have? What do you do with extra HLSs? 5.What other information is asked on the HISD Home Language Survey? Why is this information important? 15

16. ELL Identification Testing Chapter §89.1225.Testing and Classification of Students For identifying English language learners, school districts shall administer to each student who has a language other than English as identified on the home language survey: –(2) in Grades 2-12, a TEA-approved oral language proficiency test and the English reading and English language arts sections from a TEA-approved norm-referenced assessment, or another test approved by the TEA, unless the norm-referenced standardized achievement instrument is not valid in accordance with subsection (f)(2)(C) of this section All the oral language proficiency testing shall be administered by professionals or paraprofessionals who are proficient in the language of the test and trained in language proficiency testing. 16

17. 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 ELL in PEIMS. Try to get as much original documentation as possible, especially the Home Language Survey (document your attempts). The LPAC identifies and places student within the first four weeks (20 school days) of enrollment. Be sure that all of the necessary signed documents are in the student’s LPAC folder 17

18. Identification of Transferring Students If the student transfers from a school outside of Texas: Review any documentation brought in by the student from previous school district. Proceed with Texas law, including Home Language Survey/Testing for ELL identification Proceed with LPAC meeting/enrollment as outlined for students new to Texas/District. 18

19. Testing and Classification of Students Grades 2-12: TEA approved English OLPT (listening/speaking) (IPT) 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)19 TAC §89.1225 19

20. ELL Identification 20 Home Language Survey Non-ELL TEST 2 nd – 12 th : Oral Language Proficiency Test (IPT) + Norm referenced standardized achievement test (IOWA-reading/language sections) 19 TAC §89.1225 19 TAC §89.1230 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)

21. ELL Assessments for Language- Impaired Students ELL language assessment (OLPT/CAT) testing will not be conducted for: New students with a HLS indicating a language other than English, who have: ˉ A profound hearing loss ˉ No language due to documented physical/mental impairment(s). The LPAC representative should present this information to the ARD committee and ensure that the ARD documents reflect the student’s non-ELL status LPAC must document in ELL Folder, minutes, and SIS panel “UNABLE TO TEST DUE TO IMPAIRMENT” (Code as A-H). 21

22. Determining ELL Eligibility At grades 2-12: The student’s score on the reading and language arts sections of the TEA approved norm-referenced measure (Iowa) is below the 40 th percentile. The student’s ability in English is so limited that the administration of the TEA norm-referenced assessment instrument (Iowa) is not valid. The Oral Language Proficiency Test (IPT) must be given, but it is not the determining factor in ELL identification. 22

23. ELL Scenarios What steps should the LPAC take: Enrollment ELL Identification Placement Instruction LPAC Review Documentation Present your scenario with the group… 23

24. ELL Language Support Programming Chapter §89.1201. Policy. It is the policy of the state that every student in the state who has a home language other than English and who is identified as an English language learner shall be provided a full opportunity to participate in a bilingual education or English as a second language (ESL) program, as required in the Texas Education Code (TEC), Chapter 29, Subchapter B. To ensure equal educational opportunity, as required in the TEC, §1.002(a), each school district shall: –(1) identify English language learners based on criteria established by the state; –(2) provide bilingual education and ESL programs, as integral parts of the regular program as described in the TEC, §4.002; –(3) seek certified teaching personnel to ensure that English language learners are afforded full opportunity to master the essential knowledge and skills required by the state; and –(4) assess achievement for essential knowledge and skills in accordance with the TEC, Chapter 39, to ensure accountability for English language learners and the schools that serve them. 24

25. Parental Notification/Parental Denial Texas Administrative Code Chapter §89.1240. Parental Authority/Responsibility 1.The parents shall be notified that their child has been classified as an English language learner and recommended for placement in the required bilingual education or English as a second language program. 2.They shall be provided information describing the bilingual education or English as a second language program recommended, its benefits to the student, and its being an integral part of the school program to ensure that the parents understand the purposes and content of the program. 3.The entry or placement of a student in the bilingual education or English as a second language program must be approved in writing by the student's parent. The parent's approval shall be considered valid for the student's continued participation in the required bilingual education or English as a second language program until the student meets the exit criteria described in §89.1225(h) of this title (relating to Testing and Classification of Students), continues to graduates from high school, or the parent requests a change in program placement. 4.The parents have the right to deny placement in language support programming. When a parent requests a denial of bilingual or ESL education services, the school must conference with the parent to explain the benefits of these programs and the implications of the denial. Parents also have the right to rescind a denial at any time. Schools must keep a Denial Waiver Log of all denials at their campus. 5.The school district shall notify the student's parent of the student's reclassification as English proficient and his or her exit from the bilingual education or English as a second language program and acquire approval as required under the Texas Education Code, §29.056(a). 6.Students meeting exit requirements may continue in the bilingual education or English as a second language program with parental approval but are not eligible for inclusion in the school district bilingual education allotment. 7.The parent of a student enrolled in a school district that is required to offer bilingual education or English as a second language programs may appeal to the commissioner of education if the school district fails to comply with the law or the rules. Appeals shall be filed in accordance with Chapter 157 of this title (relating to Hearings and Appeals). 25

26. Parental Notification Approval/Denial After LPAC recommends placement written parental approval must be obtained The parent approval letter: – Should be in both English or the native language of the parent – Include information regarding English proficiency level – Include a description of the program – Include the benefits of the program The date that the parent approval/denial form is signed is the date the student’s official PEIMS status becomes ELL. If a parent denies the placement, then the student is identified in PEIMS as ELL with a parent denial until the student meets ELL exit criteria 26

27. Sequence of Events in “Initial” Parent Denial 27

28. LPAC Chairperson Your Principal has asked you to be the school’s LPAC Chairperson: What are your next steps for ELL Identification and Parental Notification 1.________________________________________ 2.________________________________________ 3.________________________________________ 4.________________________________________ 5.________________________________________ Please discuss this with your table 28

29. Immigrant Students Definition of an Immigrant Student is one who: Is ages 3-21 years of age and Was born outside of the United States or any of its territories and Has not attended a USA school in the past three complete PEIMS years (years are cumulative and not necessarily consecutive) questionable??? The criteria may include: Students who are not US citizens Lawful permanent resident aliens Refugees Parolees Persons of other immigrant status Undocumented residents NOTE: Students do not necessarily have to be ELL in order to be coded as immigrants. 29

30. Refugee Students A refugee is a person who has a well-founded fear of persecution for reasons of race, religion, nationality, membership of a particular social group, or political opinion. Many refugees students have experienced severe trauma in their families. Refugees are often forced to leave their countries at a moment’s notice without packing their personal belongings or saying farewell to loved ones. Many refugee students are low-schooled or unschooled and preliterate. They often speak low incidence minority languages. Refugees have been resettled in the US under the authority of the United Nations High Command for Refugees. Various non-profit agencies in Houston coordinate the initial relocation of refugees to this area. HISD currently has over one thousand identified refugee students. HISD has a Refugee Program to aid in the initial school adjustment of these students. The Refugee Program offers school support services: translation services, teacher training, supplemental instructional materials, and tutoring for schools with high refugee student enrollments. Contact Refugee staff at: 713-556-6961 2013-2014 30

31. Refugee / Asylee Unschooled Students The LPAC is responsible to determine if Refugee / Asylee students are unschooled Secondary Students ˉ Student does not know how to hold a pencil/paper ˉ Student does know how to write his/her name ˉ Student has little “book” knowledge ˉ Student can not read in his/her native language ˉ Student has no knowledge of school routines ˉ Parent or caseworker reports that the student has not attended school or has If the student is determined to be “unschooled” the LPAC indicates this on the Initial Review/Enrollment LPAC Minutes Form 2013-2014 31

32. Students with Interrupted Schooling (SIFE) SIFE Students: Are immigrant students who come to the US with limited or no prior schooling. Lack literacy skills in their first language, basic subject knowledge and skills, and/or basic social skills. Did not attend school for a period of time such that the ability to learn English and new grade level subject-matter knowledge and skills is significantly affected. When a student is identified as SIFE, the LPAC: Must indicate SIFE on the comments section of the LPAC BOY Minutes. Must code the student as SIFE on the TELPAS TAMS entry under the additional data collection section. 32

33. SIFE Scenarios Am I SIFE?: Mohammed enrolled at your school yesterday. He is from Israel. He is entering the sixth grade and did not attend school last year for three months due to the shelling in the Gaza Strip that heavily damaged his school. Mercedes enrolled at your school last week and has been placed ninth grade. She is sixteen years old. She is from a small village in the mountains in Guatemala. She attended first grade-fourth grade, but after fourth grade a teacher did not show up anymore to teach the children at the village school. 33

34. High School--TAKS Students Who are your ELL TAKS retesters? What interventions are in place for this group of students? 34

35. ELL Linguistic Accommodations during Assessment Beginning in the 2015-2016 school year: ELL students who utilize Linguistic Accommodations during state assessments will not be considered for ELL Exit during the EOY LPAC Schools must: Utilize instructional modifications during class instruction and assessment Progress monitor ELL students during the fall semester Review each ELL student individually during the MOY LPAC 35

36. ELL Exit Criteria--Secondary 2014-2015 36 Grade Listening/Speaking ReadingWriting 6 TELPAS Listening and Speaking Advanced High or IPT--FES STAAR or STAAR A TELPAS Writing Advanced High 7 TELPAS Listening and Speaking Advanced High or IPT--FES STAAR or STAAR A 8 TELPAS Listening and Speaking Advanced High or IPT--FES STAAR or STAAR A TELPAS Writing Advanced High 9 STAAR TELPAS Listening and Speaking Advanced High or IPT--FES STAAR or STAAR A 10 STAAR TELPAS Listening and Speaking Advanced High or IPT--FES STAAR or STAAR A 11 STAAR TELPAS Listening and Speaking Advanced High or IPT--FES NRT (Total Reading/Total Language) 40 th %tile or above Agency approved Writing Test 12 STAAR TELPAS Listening and Speaking Advanced High or IPT--FES NRT (Total Reading/Total Language) 40 th %tile or above Agency approved Writing Test TAKS Testers TELPAS Listening and Speaking Advanced High or IPT--FES TAKS, TAKS (Accommodated) Retests English Language Arts Assessment

37. 37 Process for Special Education/ELL Exit Identify students who are receiving special education services AND are identified as English Language Learners Identify students who meet one the following criteria: 1.Student’s disability is such that the student is not expected to meet the state approved ELL exit criteria. 2.Student’s rate of documented progress in listening, speaking, reading and/or writing development is limited due to a severe disability and the student has been receiving state-required language support services for at least five years. INFORMAL MEETING: Prior to March 1 ARD/IEP committee and LPAC members meet to discuss student progress and his/her cognitive, linguistic and affective needs. Consensus is reached that student no longer needs second language support. Exit assessments and student performance standards are determined using district guidelines. (Refer to guiding questions.) FORMAL ARD: Prior to March 1, ARD/IEP committee and LPAC members meet to review the identified exit criteria and formalize decisions regarding: appropriate listening, speaking, reading, and writing assessments setting student performance standards to verify that second language acquisition support in English is not needed to address learning needs. ASSESSMENTS: Student completes all required testing. School receives the tests results. FORMAL ARD: ARD/IEP committee members and LPAC members meet to discuss assessment results, update individualized education program (IEP), and document exit/reclassification decisions. Key members of the LPAC participate in this part of the ARD committee meeting. Decisions relating to exit from bilingual education or English as a second language (ESL) services must also be documented by the LPAC (i.e. exit letter, Chancery coding, two-year monitoring, etc.)

38. Multilingual Contacts 38 For Information on:Contact PersonPhone Elementary Bilingual /ESL Programs Evelyn Castro, Manager  Gina Lerma-Avila, Specialist  Lee Glaesemann, Specialist  Laura Ramos Lopez, Specialist 713-556-6961 Secondary ESL Programs Jennifer Alexander, Manager  Clare Resilla, Specialist  Joseph Pizano, Specialist 713-556-6961 Compliance Terrie Armstrong, Senior Compliance Analyst  Cruz Rochez, Specialist  Randal Jones, Specialist  Luisa Parra, Specialist  Nancy Cintron, Senior Student Information Rep. 713-556-6961 Migrant Program Magda Galindo, Manager  David Glaesemann, Specialist 713-556-7288 Newcomer/Refugee ProgramDr. Virginia Elizondo, Manager Ester Preston, Specialist Cornelia Oprea, Specialist Rosa Gonzalez-Decou, Outreach Worker Shirin Herman, Outreach Worker Neneh Koroma, Outreach Worker Lynn Ngo, Outreach Worker 713-556-6961 Dr. Gracie Guerrero- Assistant Superintendent, Multilingual Programs

39. Multilingual Programs wants to hear from you! 39 Stay connected: Call us: 713-556-6961 Twitter: @HISDMultiPrgms Facebook: facebook.com/Houston ISD Multilingual Pinterest: pinterest.com/HISDMultilingual Web: www.houstonisd.org Blog: www.hisdmultilingual.wordpress.com