1. Language Proficiency Assessment Committee
McKinney ISD
BOY LPAC Training
This training does not take the place of reading/studying the LPAC Manual

2. Contact Information

3. Welcome and Bon Voyage! Itinerary ELLevation Training Lunch
LPAC BOY Training

4. Content & Language Objective
Review LPAC legal requirement and engage in discussion about 19 TAC Chapter 89 using key vocabulary related to the LPAC framework
Identify through discussion the critical legal requirements that impact LPAC decision making
Collaborate with group to create a visual representation or anchor chart of legal requirements and district procedures
Share with a group examples of ELL students that required your knowledge of law and district procedures to make appropriate LPAC decision or to communicate with a parent.
Identify Initial Placement & Review LPAC forms on ELLevation and review expectations for documentation.

5. Ports of Call LPAC Membership/Composition/Training
LPAC Responsibilities
HLS & Identification
Required LPAC Meeting & Documentation
Parental Notification
Reclassifying ELLs with Disabilities/Special Exit Criteria
Bilingual Education Programs in MISD
ESL Programs in MISD
PEIMS, Codes and Dates
Immigrant & Migrant Status
ELL Progress Monitoring

6. Where Do I Go? Find the Port of Call listed on your Boarding Pass.
Go to that Port of Call and work with your team to create a visual for your topic.
15 minutes

7. Where can I find it?

8. LPAC Framework Website
The Framework for the LPAC Process Manual can be accessed through the Education Service Center, Region 20 LPAC portal located at:
The LPAC website components:
Home
LPAC Framework
Parent Resources
Videos
Frequently Used Resources
Decision Making Manual

9. Acronyms

10. Sections of the LPAC Framework
Introduction/Chronology of Federal and State Laws
19 Texas Administrative Code (TAC) Chapter 89
Texas Education Code (TEC) Chapter 29
LPAC Training
Forms and Resources

11. Introduction
19 Texas Administrative Code (TAC) Chapter 89 Adaptations for Special Populations, Subchapter BB
The Commissioner’s Rules concerning the state plan for educating English language learners (ELLs) state that all school districts that are required to provide bilingual education and/or English as a Second Language (ESL) programs establish and operate an Language Proficiency Assessment Committee (LPAC).
19 TAC §
TEC §29.051
LPAC Word Cloud

12. Policy & Facilities Each school district shall:
Identify an English language learner (ELL)
Provide bilingual and ESL programs as integral
parts of the regular program
Seek certified teaching personnel
Assess achievement for essential knowledge and skills to ensure accountability for ELLs
Goals for bilingual education program and ESL programs
Locate programs in the regular public schools of the school district rather than in separate facilities
19 TAC § , §

13. Composition LPAC
Each school district required to offer bilingual education and special language programs (ESL) shall establish an LPAC.
The LPAC is composed of a:
campus administrator*
professional bilingual educator (bilingual campus)*
ESL teacher/professional transitional language educator*
parent of a current ELL participating in the required
bilingual or special language program (ESL)
this parent may not be an employee of the school district*
19 TAC § TEC §29.063
*All members must be present!

14. Required LPAC Training
All LPAC members must receive LPAC training LPAC Coordinators are responsible for training their campus LPAC team. *Bilingual campuses and secondary campuses should consider training more than one parent.
The district will provide a refresher on the LPAC framework at the BOY LPAC training, but this training does not substitute the full LPAC Framework training required for all LPAC coordinators and administrators through Region 10.
The BOY/MOY/EOY LPAC training will provide LPAC coordinators with “just in time training” on; legal requirement updates/review, district procedures and systems, district expectations, examples of LPAC decisions, and required LPAC forms.
19 TAC §

15. LPAC WIKI

16. LPAC in Action
As we watch the video verify that the committee is following all legal requirements.
Membership
Review of data
Collaborative decision
Identification and program decisions are made based on data, LPAC requirements, and student needs
Signatures
19 TAC § TEC §29.063

17. LPAC Membership Guidelines
All LPAC members shall be trained. *Certificates of training should be kept on file by the LPAC Coordinator.
Each trained member must also sign an oath of confidentiality. *Oath should be kept on file.
If one of the members does not understand English (parent), the training should be developed in the member’s primary language.
At the LPAC meeting, an interpreter should be available if the parent representative is not proficient in English.
All required members are present during entire LPAC meeting and a chair is selected to facilitate the meeting.
Data is reviewed and collaborative decisions are made based on the individual needs of the students
Members sign and date all documentation/ LPAC forms.
LPAC members represent students served by other programs (Ex: ARD, 504, GT, and RtI)

18. Membership Guidelines
The LPAC Coordinator should have on file a signed roaster with all of trained member of the campus LPAC, certificates of training, and signed oaths.
*Only trained member on this roster may represent LPAC in other meetings, such as; ARD, 504, RtI, GT, Grade Placement Committee, Alternative School Placement Decisions…

19. LPAC Responsibilities
The Framework delineates the steps that must be followed in the:
Placement – Determining the appropriate program for students identified as an English language learner (ELL)
Monitoring – Reviewing progress and performance of ELLs in their intensive language instruction program as well as the determination for exit and follow up of students as they transition into an all-English program
Identification – Assessing students whose Home Language Survey have a language other than English and who are determined to have limited English proficiency
Processing – LPAC meets to review assessment information in order to make placement decisions
19 TAC § TEC §29.063

20. LPAC Coordinator Responsibilities
Identifying ELLs
Assessing and documenting
PEIMS coding for ELL status and program placement
Attainment of parental approval
Attainment of a parent rep for LPAC
Training of LPAC campus team
Scheduling and coordinating LPAC meetings
Providing instructional methodologies and/or interventions support, including recommending PD for teachers
Providing instructional and assessment accommodations documented through LPAC to classroom teachers
Supporting class placement and schedules to ensure teacher is certified (Bilingual & ESL)
Coordinating & collaborating with other programs (Sped, 504, RtI, GT, Avid,...)
Monitoring progress throughout the year and reviewing ELL data (linguistic and academic progress)
Documenting and maintaining all LPAC documents
Providing parents year progress information
Attending all required LPAC training
Supporting campus leadership with CIP

21. HLS & Identification

22. Identification Home Language Survey (HLS)
If the HLS indicates a language other than English, testing must be initiated to determine English proficiency.*
The campus/charter school has 20 school days to complete the testing and convene as an LPAC to determine the ELL status of each student.
*Parent permission for language proficiency testing is not required. However, the MISD HLS informs the parent that a test will be provided if a language other than English is listed.
19 TAC §

23. All Students
Home Language Survey

24. Home Language Survey Language spoken at home and by student = English
= English and any
other language
Language spoken at home and by student
= other language
(not English)
If parent indicates that another language is spoken at the home and/or by the student, IPT testing is required in ENGLISH PreK-12 and also the ITBS 2nd-12th. *Newcomers (IPT Score is NES) whose English is too limited to read or write, are not required to be tested with ITBS.
If the student is NES or LES on ENGLISH IPT and the HLS indicates that Spanish is spoken at the home, a SPANISH IPT is also required to determine best program placement.
19 TAC §

25. 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 LEP in PEIMS. *Continue LEP status on PEIMS
Try to get as much original documentation as possible, especially the HLS (document your attempts) *Original HLS only on file.
Once a student is identified as an ELL in Texas, the district does not have to proceed with a new identification process. *No need to IPT if already identified.
The LPAC identifies and places student within the first 20 school days of enrollment. Be sure that all of the necessary signed documents are in the student’s LPAC folder. *Must have a parent permission form signed at MISD to inform parent that student has been identified and placed in program.

26. Identification of Transferring Students
If the student transfers from a school outside of TX:
Review any documentation brought in by the student.
Proceed with Texas law, including HLS, for identification as outlined for Texas students new to the district. *Need TX HLS.
Review information found in database on students who have previously attended Texas schools (refer to previous slide).
Begin LPAC identification process.

27. Entry Assessment Home Language Survey
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)
Non-LEP
TEST
Pre-K – 1st: Oral Language Proficiency
Test (OLPT)
2nd – 12th: OLPT + Norm referenced standardized achievement test
19 TAC § (a-g)
19 TAC §

28. Testing and Classification of Students
Grades PK-1:
TEA approved oral language proficiency test (OLPT) (listening and speaking) in English (and OLPT in primary language for bilingual programs)
Grades 2-12:
TEA approved oral language proficiency test (OLPT) (listening and speaking) in English (and OLPT in primary language for bilingual programs), AND
Reading and language arts sections of an English norm-
referenced standardized achievement test approved
by the state (ITBS not required for students whose English ability is so limited that the test would not be valid. IPT score NES)
19 TAC §

29. Testing Administrator
The person administering the oral language proficiency test (listening and speaking) must have documentation of training in the administration and scoring of the test and must be proficient in the language of the test.
The LPAC, not the test administrator, must meet and review all assessment results to determine ELL status. Test administrators should not be communicating with the parents ELL status or program recommendations after testing They can provide parents with results and information regarding the process and benefits of available programs. (TEA Brochures)
*LPAC Coordinators must have certificates on file for any person administering the IPT. Training can be done online, but this year we will also provide an additional training for all IPT administrators. Please ensure that you communicate with your administrators the training date.

30. Eligibility for Students with Disabilities
Students with disabilities whose scores indicate limited English proficiency on the assessment determined by the key members of the ARD committee in conjunction with the key members of the LPAC are identified as ELL.
19 TAC §
19 TAC § (f) (4)

31. LPAC Meeting Required LPAC Meeting LEP Non-LEP TEST
Pre-K – 1st: Oral Language Proficiency Test (OLPT)
2nd – 12th: OLPT + Norm referenced
standardized achievement test
LPAC Meeting
LEP
Non-LEP
*Every student that has a HLS with another language listed other than English should have an LPAC folder on file identifying that they are either LEP or Non-LEP. If student is LEP or Non-LEP (Exited) in their 2 years of Monitoring, all other LPAC requirements must be followed. If Non-LEP, only the documentation LPAC indicating that the student did not qualify is required.
*Non-LEP student who are participating in Dual Language Two-Way Programs at Caldwell do not require LPAC identification/monitoring/exiting. They are not under the same LPAC requirements as LEP student. There should be documentation of their participation and parent approval or commitment to the program.

32. Required LPAC Meetings
Upon initial enrollment - within the student’s
first 20 school days
In the spring to determine appropriate assessments, immediately prior to state assessments
At the end of the year for annual review and for the following year’s placement decisions, which may include the use of linguistic accommodations, as appropriate
When educational decisions are made by ARD, 504, RtI, GT, Discipline, and Retention.
As needed to discuss student progress
19 TAC §

33. Additional Services
The LPAC may also recommend other programs or services offered through the school district.
The LPAC is also responsible for facilitating student participation in other special programs (Advanced Academics, Special Education, Career and Technical Education, Gifted and Talented, and Dyslexia).
19 TAC § (g) (4)

34. Reclassifying (Exiting) ELLs with Disabilities
BOY To Do
ARD/LPAC must use the Process for Considering Special Exit Criteria from Bilingual/ESL Services Under 19 TAC § (k)1
At the beginning of the year, ARD/LPAC must schedule a meeting to evaluate whether ELL/Sped student potentially qualifies for exit. Together a decision of test and exit criteria will be made.
19 TAC § (k) §

35. Required Documentation
The student’s record shall contain:
Identification of the student based on data
Designation of the students level of proficiency
Recommendations of program placement
Parent approval for entry or placement
The dates of entry into, and placement within, the program
Accommodations
Educational history
Assessment results, including 2 years of TELPAS writing samples.
The date of exit from program and parent approval (exit)
Signed LPAC meeting documents (Initial, Assessment Decisions, Annual Review, Exit, and Monitoring 2 Years)
Results of monitoring for two year, including review of quarterly grades and EOY LPAC
Documentation of all actions impacting the ELL, including interventions and participation in other programs (ARD, 504, GT, RtI, AVID, Retention…)
Initial Placement
19 TAC §

36. LPAC Documentation Guidelines
Decisions are included in LPAC minutes and LPAC documents which are kept in ELLevation and student’s LPAC folder.
Signed documentation for each student is filed in the student’s LPAC folder (red folder) that is kept in their cumulative file.

37. BOY Forms ELLevation LPAC Wiki
Exited Student Monitoring for Non-ELLs Form
Progress Monitoring for Current ELLs
Initial & Review LPAC Report
Initial & Review LPAC Minutes
Accommodation Form
LPAC Oath
LPAC Member Roster
LPAC Confidentiality Statement
LPAC Parent Training
ELL Accelerated Proficiency Plan Receipt (Accommodations Receipt)
Parent Notification & Permission Forms
PEIMS form for NEW Students

38. Initial LPAC Forms on Wiki

39. Program Placement

40. Parent Notification & Program Placement
LPAC Meeting
LEP
Non-LEP
General Education Classroom
PEIMS coding for LEP is the date of LPAC.
PEIMS coding for the date of program placement must be the same as the parent permission form signature date. *Only exception is when the signature is acquired over the summer and the PEIMS date would be the first day of school.
Parent Notification
Placement:
Bilingual Program
Placement:
ESL Program
*That PEIMS date for program placement is tied to funding! In an audit if the dates are not aligned, we may be required to return funding that was received for a student coded in the program before parent permission was acquired.

41. Bilingual Education Program
The law requires that each school district or charter school which has an enrollment of 20 or more ELLs of the same language classification in the same grade level district-
wide shall offer a bilingual education program for ELLs in Grades Pre-K through 5.
Grade 6 shall be included when clustered
with elementary grades.
19 TAC § , §

42. Goal of Bilingual Education
The goal of bilingual education programs shall be to:
Enable ELLs to become competent in listening, speaking, reading and writing of English through the development of literacy and academic skills in the primary language and English
Emphasize mastery of English language skills, as well
as math, science and social studies
Use instructional approaches designed to meet the needs of ELLs
Be an integral part of the total school program
Utilize the essential knowledge and skills required by the state as the curriculum
19 TAC §

43. Bilingual Education Program
English language learners shall be provided instruction in language arts, mathematics, science, and social studies both in their home language and in English.
Content area instruction in both languages shall be structured to ensure that the students master the required essential knowledge and skills and higher-order thinking skills in all subjects.
Literacy development in the primary language facilitates the transfer from primary language (L1) to second language (L2).
Oral language testing requirements in both the primary language and English must be reviewed for placement.
ESL is a component of the bilingual program!

44. Bilingual Education Program
The bilingual education program shall be implemented with consideration for each English language learner's unique readiness level through one of the following program models:
Transitional Bilingual/Early Exit - (MISD – 5th)
Transitional Bilingual/Late Exit - (MISD - None)
Dual Language Immersion/Two-way - (MISD – Caldwell)
Dual Language Immersion/One-way - (MISD – PreK-4th)
19 TAC § (c) (2) (3),
§ , §

45. ESL Program
The law requires that all ELLs for whom a district is not required to offer a bilingual education program shall be provided an ESL program, regardless of the students’ grade levels, and home language (all languages other than English), and regardless of the number of students.
19 TAC § (d), §

46. Goal of ESL Programs The goal of ESL programs shall be to:
Enable ELLs to become competent in the listening, speaking, reading, and writing of English
Emphasize mastery of English language skills, as
well as math, science, and social studies
Use instructional approaches designed to meet the needs of ELLs
Be an integral part of the total school program
Utilize the essential knowledge and skills required by the state as the curriculum
19 TAC §

47. ESL Program Uses second language methods throughout
the curriculum (Sheltered Instruction/SIOP)
Provides instruction that includes TEKS based academic content, as well as, language development (ELPS embedded in all content areas)
Differentiates instruction of content according to language proficiency levels (Use of TELPAS data, IPT data, LIAG, and accommodations)
Provides academic instruction that is on
grade level (May adjust pacing, accommodate practices & use other resources but must use grade level TEKS)

48. ESL Program
The English as a Second Language program shall be implemented with consideration for each English language learner's unique readiness level through one of the following program models:
Content-Based Program Model
All core content area teachers must be ESL certified Goal for MISD - This will be our only ESL model in Elementary in 2 years.
At secondary our goal is to have at least one sheltered class for each core content area at every campus.
Pull-Out Program Model
ELAR (Reading & Writing) teachers must be ESL certified.
*MISD offers both Content-Based and Pull-Out ESL Models.

49. Recommending Program Placement
Pending parent approval of an ELLs entry into the Bilingual/ESL program, the district/charter school will place the student in the recommended program, however the PEIMS coding for program placement cannot be changed until parent permission is received.
Bilingual allotment information is found in Texas Education Code (TEC)§42.153

50. Parental Notifications

51. Parental Approval Parental Notification PLACEMENT: Required
Bilingual Program
PLACEMENT: Required
ESL Program
Parental Permission
Parental Permission No
Yes
Yes No
Parent Conference
Bilingual
ESL
Parent Conference
Program Denial or
ESL Approval
Program Denial
Meets Exit/Reclassification Criteria
Meets Exit/Reclassification Criteria
Non-LEP
Non-LEP
F or S
(Monitor)
F or S
(Monitor)

52. Parental Approval
After the LPAC recommends placement of the ELLs, written parental approval must be obtained.
LPAC has 10 days after the date of the student’s classification as ELL (date of LPAC) to give written notice of the classification to the student’s parent.
Remember the parent approval form should be in both English and the native language of the parent.
*If the parent is LEP, and it is not possible to have the translation in written form, please contact our department to acquire a translated form or to schedule an oral translation of the parental approval form. The date of the oral translation and name of translator should be documented on the form.
19 TAC §
TEC §29.056

53. Parental Approval/Rights
The parent approval letter includes information regarding the English proficiency level of the student and a description of the program as well as the benefits of the program.
These benefits should be described on each parent approval letter and supplemented through brochures or other publications. (The MISD permission form has this information & a TEA brochure should also be provided with the permission form.)
A plan for when students may graduate and be exited may be included according to Personal Graduation Plan (PGP) for ELLs at high school.
School districts may enroll students who are non-LEP in the bilingual education program (Dual Language) in accordance with TEC §
19 TAC § TAC § (a)
[Title III Part C Section 3302 (a)(c)(d)]

54. What must be translated?
Schools must communicate information to limited English proficient parents in a language they can understand about any program, service, or activity that is called to the attention of parents who are proficient in English. A lot of information is provided in our Student Handbooks in English and Spanish. Parent who are limited English speakers that speak other languages would have to receive this information verbally. This includes, but is not limited to, information related to:
registration and enrollment in school and school programs
grievance procedures and notices of nondiscrimination
language assistance programs
parent handbooks
report cards
gifted and talented programs
student discipline policies and procedures
special education and related services, and meetings to discuss special education
parent-teacher conferences
requests for parent permission for student participation in school activities
Schools must provide translation or interpretation from appropriate and competent individuals and may NOT rely on or ask students, siblings, friends, or untrained school staff to translate or interpret for parents.
*School districts must provide effective language assistance to limited English proficient parents, such as by offering translated materials OR a language interpreter. Language assistance must be free and provided by appropriate and competent staff, or through appropriate and competent outside resources.
*It is not sufficient for the staff merely to be bilingual. For example, a staff member who is bilingual may be able to communicate directly with limited English proficient parents in a different language, but may not be competent to interpret in and out of that language, or to translate documents.
*School districts should ensure that interpreters and translators have knowledge in both languages of any specialized terms or concepts to be used in the communication at issue, and are trained on the role of an interpreter and translator, the ethics of interpreting and translating, and the need to maintain confidentiality.
*Any staff member who translates in ARD meetings, RtI meetings, 504 meetings, and conferences should be a trained translator.
*MISD provided training at the beginning of the year, but Region 10 will provide another training. The Art of Translation: September 16th
*If you have any staff member you translate at meetings, please ensure that they attend this training. A list of trained interpreters/translators will be maintained at the district level.

55. Parent Denial
A conference should take place at the campus when a parent denies services to ensure that they have the following information;
The benefits of the program and misconceptions clarified (use the TEA brochure)
The student will continue to be identified as LEP until he/she meets exit criteria and be monitored 2 years after reclassification as Non-LEP (Required by law)
TELPAS testing will be provided each year until the student is reclassified as Non-LEP based on TEA exit critiria (Required by law)
Progress of English acquisition and academic growth will be communicated with parent (Required by law)
They will not receive LEP testing accommodation on STAAR or be able to participate in LEP summer school (Required by law)
They may change their minds at any time and the program may be offered again if the student is not making progress
Contact the Bilingual/ESL Department if you need help during the conference. We can either join you during the conference or contact the parent.

56. Parent Denials
If a parent denies the placement decision, then the student is identified in PEIMS as LEP-1 with a parent denial until the student meets exit criteria.
Document in the LPAC minutes that parents were contacted to communicate the benefits of the program and to ensure that they were still wanting to deny services.
The student will not participate in a language program (bilingual/ESL), however he/she must have ELPS embedded in his/her content area instruction.

57. PEIMS

58. PEIMS Date
The date the LPAC meets and determines the student is LEP is the date the student’s PEIMS status can be coded as LEP.
The date the school district has received all documentation (PARENT PERMISSION FORM) is the date the student’s PEIMS status can be coded as being eligible for ELL funding (program participation code). This will be the bil/esl program and parent permission start date.

59. Page 56

60. PEIMS Codes

61. Parental Permission Codes

62. Bilingual Program Type Codes

63. ESL Program Type Codes

64. Immigrant & Migrant Codes
Migrant – Region 10 identifies these students using information provided by the school
Immigrants
3-21 years old
Not born in any state
Have not been attending one or more schools in any one or more states for more than 3 calendar years.

65. Monitoring Your ELLs-NEW

66. Monitoring Your LEP Students

67. Monitoring Your Exited Students Monitor Yr 1 and 2

68. How do I tell my campus teachers about this?
After school faculty meeting?
– short explaining why and how?
Meet with departments/grade levels during conference time to train?

70. How do I keep track of all of this?

71. Reflection & Assessment
Please go to
and take a short assessment that reflects your knowledge of the LPAC Framework.
*You may use your LPAC Graphic Organizers to help you with this assessment.