1. Bilingual/ESL Education Department
TEA and Department Updates
LPAC Procedures for
Department Staff:
Doris M. Pérez, Director
Hugo Hernández, Specialist
Carlos Molina, District Translator
Maria Graham, Secretary

2. Objectives
Presentation of the BOY LPAC Procedures for the school year including TEA updates
Engage in discussions on the effective use of Ellevation

3. Department Updates NEW! ELLevation Collaborate
Use of Language Power for differentiation
NEW! Language Codes: Home Language and Student language
NEW! Monitoring exited/reclassified students for 4 years. The official documentation process will begin
The Ellevation Collaborate is the new edition that will allow teachers to access ELLs data and LPACs. Training will be coming soon (October-November 2018)
Continue to provide training on the use of Language Power. Customize training by campus.
Data clerks will enter the codes for questions 1 and 2 into the system. The process for identifying and starting testing has not change. If parent checks a language other than English in questions 1 and/or 2, we test student with OLPT.
The federal mandates through the new ESSA that we monitor exited students for four years instead of two., The state of Texas will start officially documenting in M3 and M4. We will need to go back to monitor students for M3 and M4 depending on their exited year. More information coming from TEA.

4. Campus Support
Department meetings and trainings to support all programs
Department handbook (revised)
Department website and newsletter
Campus visits
Purchasing of resources to support ELLs
Department appropriations have already been determined
Identify campus needs and utilize funds allocated to campus early in the school year. It is recommended for funds to be used by snapshot date.
The handbook is a living document and will be updated through the school year depending on changes from TEA and district procedures and policies.

5. Language Proficiency Assessment Committee Training

6. LPAC Purpose/ Responsibilities
Identification and processing of ELL’s
Placement and monitoring of ELL’s
Assessment and documentation review
Student History Worksheet (years in US School)
Instructional methodologies and/or interventions
Linguistics accommodations/designated supports
Parental approval
Annual review (linguistic and academic progress)
Work in conjunction with ARD as an advocate for ELL students who also require special education services

7. LPAC Membership Requirements
The Bilingual LPAC is composed of:
A campus administrator*
A professional bilingual educator*
A professional transitional language educator/ESL teacher*
A parent of a current English language learner participating in the required bilingual program (this parent may not be an employee of the school district)*
*All members must be present! TAC § TEC §29.063
Highly encouraged for special education and other teachers working with ELLs to be part of the LPAC meeting.

8. LPAC Membership Cont’d
The ESL LPAC is composed of:
A campus administrator*
One or more professional personnel (knowledge of the ESL student preferred, ESL Certified at middle school level)*
A parent of an English language learner participating in the program designated by the school district (this parent may not be an employee of the school district)*
*All members must be present! TAC §
TEC §29.063
Highly encouraged for special education and other teachers working with ELLs to be part of the LPAC meeting.

9. Membership Guidelines
All campus level LPAC members shall be trained by LPAC administrator
LPAC Administrator will document training with agenda and sign-in
The parent representative volunteers his/her participation and may NOT be an employee of the district
Each trained member must sign an oath of confidentiality

10. LPAC Training Flowchart
Region 20 Resources
Interactive Flowcharts for training purposes
Vignettes on BOY LPAC procedures
Use interactive Spanish flowchart and vignettes for parent trainings.

11. Required Meetings and LPAC Checklists
At the beginning of the year for new students(initial enrollment) or transfers to EISD
LPACs have to be conducted before or by the 20th day of student enrollment- September 25, 2017
*All beginning of year documents are due to BESL department on or before September 29, 2017
Documents have to be kept for 5 years at the campus level. Make sure you have a place in the front office designated for LPAC docs (binder).

12. Required Meetings and LPAC Checklists
On going LPAC ( monthly upon enrollment of new students or need to make changes for ELLs)
At the middle of the year (state assessments)
At the end of the year (annual review)
Monitoring of exited/reclassified students
M1 and M2 students
This may be included with URS meetings

13. BOY Recommendations Red folder reviews (use checklist/TELPAS chart)
ELL schedules (ensure they are with certified teachers)
Parental denials (teacher awareness and conference with parents about the benefits of receiving services)
Special exit criteria for Special Ed/ELL students (establish during fall semester)
Special provisions for state testing (high school)

14. Ensure teachers have access to 2017 TELPAS results in order to identify students language proficiency levels and use data to drive instruction.
TELPAS Student Chart

15. Required Assessments for ELL students
Upon Initial Enrollment
Woodcock Munoz (Test 1-2)
English
Spanish (only for Spanish speakers)
ITBS Reading(2nd-12th)
Unless student ability in English is so limited that the administration of Norm-referenced test is not valid (document on LPAC notes)
Annually
STAAR
TELPAS
Woodcock Munoz

16. Department Handbook https://www.eisd.net/Page/28855
General information about Chapter 89 and programs
LPAC procedures
Codes and scenarios available
Checklists for LPACs

17. Ellevation
LPAC Forms have to be placed in the red folders as soon as they are signed and dated
If you have a question about finding a student in Ellevation, please contact us.
Confidential
all student documents with names and IDs
Keep secured

18. OLPT Data on Ellevation
Use ELP Testing tab
Grade Level
Date Given
Classification: Initial
Test Administrator
Level
The CALP level score from the WMLS Standard Report (number)
Proficiency Level
Limited (if the score is less than 4)
Fluent (if the score is 4 or above)
We need consistency in the way we enter data so we can pull reports on Spanish OLPT data.

20. Questions?