1. Framework for the Language Proficiency Assessment Committee (LPAC) Process 1 Language Proficiency Assessment Committee (LPAC) Framework 2008-09

2. Framework for the Language Proficiency Assessment Committee (LPAC) Process 2 Copyright © Notice Copyright © Notice The materials are copyrighted © and trademarked ™ as the property of the Texas Education Agency (TEA) and may not be reproduced without the express written permission of TEA, except under the following conditions: 1) Texas public school districts, charter schools, and Education Service Centers may reproduce and use copies of the Materials and Related Materials for the districts’ and schools’ educational use without obtaining permission from TEA. 2) Residents of the state of Texas may reproduce and use copies of the Materials and Related Materials for individual personal use only without obtaining written permission of TEA. 3) Any portion reproduced must be reproduced in its entirety and remain unedited, unaltered and unchanged in any way. 4) No monetary charge can be made for the reproduced materials or any document containing them; however, a reasonable charge to cover only the cost of reproduction and distribution may be charged. Private entities or persons located in Texas that are not Texas public school districts, Texas Education Service Centers, or Texas charter schools or any entity, whether public or private, educational or non-educational, located outside the state of Texas MUST obtain written approval from TEA and will be required to enter into a license agreement that may involve the payment of a licensing fee or a royalty. For information contact: Office of Copyrights, Trademarks, License Agreements, and Royalties, Texas Education Agency, 1701 N. Congress Ave., Austin, TX 78701-1494; phone 512-463-7004; email: copyrights@tea.state.tx.us.copyrights@tea.state.tx.us

3. Framework for the Language Proficiency Assessment Committee (LPAC) Process 3 Georgina González, Director, Bilingual/ESL Susie Coultress, Assistant Director, Bilingual/ESL Curriculum Division Texas Education Agency

4. Framework for the Language Proficiency Assessment Committee (LPAC) Process 4 Bilingual/ESL Education Program Commonly Used Acronyms: LEP Limited English Proficient ELLEnglish Language Learner HLS Home Language Survey PEIMS Public Education Information Management System

5. Framework for the Language Proficiency Assessment Committee (LPAC) Process 5 TAKSTexas Assessment of Knowledge and Skills TELPAS Texas English Language Proficiency Assessment System OLPTOral Language Proficiency Test (listening and speaking) Bilingual/ESL Program Assessment Acronyms

6. Framework for the Language Proficiency Assessment Committee (LPAC) Process 6 19 Texas Administrative Code (TAC) Chapter 89. Adaptations for Special Populations. Subchapter BB. The Commissioner’s Rules Concerning the State Plan for Educating Limited English Proficient Students state that all school districts that are required to provide bilingual education and/or English as a Second Language (ESL) programs establish and operate a Language Proficiency Assessment Committee (LPAC). Introduction

7. Framework for the Language Proficiency Assessment Committee (LPAC) Process 7 Purposes of the LPAC Process Manual The Framework for the LPAC Process Manual includes clarification of the legal requirements for LPAC and provides documents and forms to facilitate the training of LPAC members. The forms included in the LPAC Process Manual are for use by districts and are not required for the implementation of a Bilingual/ESL program. These forms, however, integrate Title III and State requirements for the LEP students being served.

8. Framework for the Language Proficiency Assessment Committee (LPAC) Process 8 Purposes of the LPAC Process Manual The Manual integrates State and Title III Of Public Law 107-110 (No Child Left Behind) requirements regarding the: Identification and placement Parental approval Annual review and Assessment of English language learners as they attain language and academic proficiency.

9. Framework for the Language Proficiency Assessment Committee (LPAC) Process 9 Purposes of the LPAC Process Manual The intent of the Manual is to establish a framework which elaborates the steps necessary in the implementation of a consistent and standardized LPAC process across school districts and across the state.

10. Framework for the Language Proficiency Assessment Committee (LPAC) Process 10 Purposes of the LPAC Process Manual The Manual delineates the steps that must be followed in the:  identification  processing  placement  monitoring of LEP students in their intensive language instruction program as well as the determination for the exit and follow up of students as they transition into an all-English program.

11. Framework for the Language Proficiency Assessment Committee (LPAC) Process 11 LPAC Process Manual Sections Section I - Chronology of federal and state laws and policies impacting LEP students, TAC Chapter 89 and TEC Chapter 29 which outline the requirements for Bilingual/ESL programs and the LPAC. Section II - LPAC membership and recommended training Section III – LPAC duties and responsibilities Section IV – Coordination with other programs and services Section V – The Resources include information for accelerating instruction for ELLs Section VI - The Appendix contains copies of all the forms in the manual and other resources to support the implementation of the LPAC process

12. Framework for the Language Proficiency Assessment Committee (LPAC) Process 12 The Framework for the LPAC Process Manual can be accessed through the TEA website at: http://www.tea.state.tx.us/curricuum/biling/teares-lpac- processmanual.html

13. Framework for the Language Proficiency Assessment Committee (LPAC) Process 13 How do we know if we should have a Bilingual/ESL program or an ESL program? Bilingual or ESL?

14. Framework for the Language Proficiency Assessment Committee (LPAC) Process 14 The law requires that each school district or charter school which has an enrollment of 20 or more LEP students of the same language classification in the same grade level district-wide shall offer a bilingual education program for LEP students in Grades Pre-K through 5 Grade 6 shall be included when clustered with elementary grades 19 TAC § 89.1205 (a) Bilingual or ESL?

15. Framework for the Language Proficiency Assessment Committee (LPAC) Process 15 Content area instruction is provided in both the student’s primary language and English Development of literacy in the primary language which transfers to English Oral language testing requirements in both the primary language and English must be reviewed for placement ESL is a component of the bilingual program Bilingual Education

16. Framework for the Language Proficiency Assessment Committee (LPAC) Process 16 English as a Second Language (ESL) The law requires that all LEP students 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, and regardless of the number of students. 19 TAC § 89.1205 (d)

17. Framework for the Language Proficiency Assessment Committee (LPAC) Process 17 English as a Second Language (ESL) English as a Second Language is implemented… through the integrated use of second language methods throughout the curriculum through instruction that includes TEKS based academic content as well as language development by differentiating instruction of content according to language proficiency levels through academic instruction that is on-level, not watered down

18. Framework for the Language Proficiency Assessment Committee (LPAC) Process 18 Bilingual / ESL education must address the following program components: Affective – Cultural background and positive self esteem Linguistic – Literacy skills (listening, speaking, reading, writing, comprehension) Cognitive – Academic skills

19. Framework for the Language Proficiency Assessment Committee (LPAC) Process 19 How do we know where to begin? LPAC Membership

20. Framework for the Language Proficiency Assessment Committee (LPAC) Process 20 LPAC Membership Language Proficiency Assessment Committee

21. Framework for the Language Proficiency Assessment Committee (LPAC) Process 21 LPAC Membership In a nutshell… LPAC committees are responsible for identifying students, recommending the best instructional setting based on assessments, 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.

22. Framework for the Language Proficiency Assessment Committee (LPAC) Process 22 How is an LPAC different than an ARD* committee? *ARD is the Admission, Review, and Dismissal committee for Special Education. LPAC Membership

23. Framework for the Language Proficiency Assessment Committee (LPAC) Process 23 The LPAC can discuss multiple children in the same meeting The LPAC has a parent representative for all LEP students, not just the individual child’s parent The Bilingual/ESL Program does not need parent permission for testing language proficiency The key members of the ARD in conjunction with the key members of the LPAC committee places student in the Special Education Program The ARD committee in conjunction with the LPAC make all determinations regarding identification and placement for LEP students with disabilities LPAC Membership

24. Framework for the Language Proficiency Assessment Committee (LPAC) Process 24 What are the roles and responsibilities of an LPAC? LPAC Membership

25. Framework for the Language Proficiency Assessment Committee (LPAC) Process 25 LPAC Membership Determines LEP status after reviewing all scores of entry criteria Recommends the appropriate educational program placement for each LEP student Notifies the parent about classification and obtains permission in writing for program entry Determines the best state testing option for each LEP student (immediately prior to state assessment)

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

27. Framework for the Language Proficiency Assessment Committee (LPAC) Process 27 LPAC COMMITTEE MEETINGS When does the LPAC convene? LPAC Membership

28. Framework for the Language Proficiency Assessment Committee (LPAC) Process 28 LPAC Membership 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 including LAT accommodations (only if needed). As needed to discuss student needs

29. Framework for the Language Proficiency Assessment Committee (LPAC) Process 29 Who serves on an LPAC committee? LPAC Membership

30. Framework for the Language Proficiency Assessment Committee (LPAC) Process 30 LPAC Membership 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 participating in the required bilingual program (this parent may not be an employee of the school district) *All must be present

31. Framework for the Language Proficiency Assessment Committee (LPAC) Process 31 LPAC Membership For ESL Programs (at least 2 members): *One or more professional personnel (it is recommended that this include a campus administrator and a certified ESL teacher) *A parent of a limited-English proficient student participating in the program designated by the district (this parent may not be an employee of the school district) *must be present

32. Framework for the Language Proficiency Assessment Committee (LPAC) Process 32 LPAC Membership LPAC Training: All LPAC members must be trained 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 in case the parent representative is LEP The parent representative volunteers his/her participation in the LPAC.

33. Framework for the Language Proficiency Assessment Committee (LPAC) Process 33 LPAC Membership Conferencing with parents at some point about children’s success is encouraged, however, it is not necessary to invite the parent of each of the students being discussed to the LPAC meeting. Parents are encouraged to become involved in the education of their son/daughter. Information related to meetings or conferences such as the Title III Management Institute serves to increase the parents’ involvement in the education of their children.

34. Framework for the Language Proficiency Assessment Committee (LPAC) Process 34 LPAC Membership The trained LPAC parent serves as the representative parent for all LEP students. Anyone that is at these meetings must be trained in order to follow the process accordingly. (A recommended training agenda and LPAC quiz are included in the Manual.) Each trained member shall also sign an oath of confidentiality (sample included in the Manual) because test and other information that is shared and analyzed for all students must be considered with respect to each student and his/her family’s right to confidentiality.

35. The LPAC Process What happens at a meeting?

36. Framework for the Language Proficiency Assessment Committee (LPAC) Process 36 LPAC Membership LPAC meetings*: 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 all 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 * Sample forms for LPAC meetings are included in the Manual.

37. A Closer Look at the LPAC Responsibilities What decisions do we make?

38. Framework for the Language Proficiency Assessment Committee (LPAC) Process 38 LPAC Responsibilities Identification Assessment and documentation review Placement Instructional methodologies and/ or interventions Coordination Parental Approval Annual Review (linguistic & academic progress) LEP Decision Chart (English and Spanish) in Manual

39. Framework for the Language Proficiency Assessment Committee (LPAC) Process 39 LPAC Responsibilities Identification Home Language Survey (HLS) 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.

40. Framework for the Language Proficiency Assessment Committee (LPAC) Process 40 Grades PK-1 = a TEA approved oral language proficiency test (OLPT) (listening and speaking) in English (and primary language for bilingual programs) Grades 2-12 = a TEA approved oral language proficiency test (OLPT) (listening and speaking) in English (and primary language for bilingual programs) and the 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 it would invalidate the test) LPAC Responsibilities

41. Framework for the Language Proficiency Assessment Committee (LPAC) Process 41 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. LPAC Responsibilities

42. Framework for the Language Proficiency Assessment Committee (LPAC) Process 42 LPAC Responsibilities Timeline The campus/charter school has 4 weeks (20 school days) to complete the testing and meet to determine the LEP status of each student. Special Education LEP Non-LEP? LEP?

43. Framework for the Language Proficiency Assessment Committee (LPAC) Process 43 LPAC Responsibilities Results must be evaluated to determine if student is LEP… HOW?

44. Framework for the Language Proficiency Assessment Committee (LPAC) Process 44 PK-1 students whose OLPT (listening and speaking) score indicates limited English proficiency are identified as LEP. LPAC Responsibilities

45. Framework for the Language Proficiency Assessment Committee (LPAC) Process 45 LPAC Responsibilities Grades 2-12 students are identified LEP if their OLPT score indicates limited English proficiency and/or If they score below the 40 th percentile on the reading and/or language arts sub-test of a state-approved norm-referenced standardized achievement test even if their OLPT score indicates English proficiency

46. Framework for the Language Proficiency Assessment Committee (LPAC) Process 46 Students with disabilities whose score indicates 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 LEP. LPAC Responsibilities

47. Framework for the Language Proficiency Assessment Committee (LPAC) Process 47 LPAC Responsibilities Results must be evaluated to determine if student is LEP…

48. Framework for the Language Proficiency Assessment Committee (LPAC) Process 48 LPAC Responsibilities The committee must meet and review all the test results to determine LEP status…not the tester!

49. Framework for the Language Proficiency Assessment Committee (LPAC) Process 49 LPAC Responsibilities Placement/Permission After the LPAC recommends placement for the LEP student, written parental approval must be obtained! Remember the parent approval form needs to be in both English and the native language of the parent! ***Parent approval forms found in manual Parent Approval forms in manual

50. Framework for the Language Proficiency Assessment Committee (LPAC) Process 50 LPAC Responsibilities Parental Rights Parent approval 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 are to be described on each parent approval form and supplemented through brochures or other publications in the community. Bilingual/ESL program brochures are available in English and Spanish through the Texas Education Agency at: http://www.tea.state.tx.us/curriculum/biling/bibrochures.ht ml.

51. Framework for the Language Proficiency Assessment Committee (LPAC) Process 51 When students first enroll, where do we place them while we are carrying out this process and waiting for permission? LPAC Responsibilities

52. Framework for the Language Proficiency Assessment Committee (LPAC) Process 52 LPAC Responsibilities Placement Pending parent approval of a LEP student’s entry into the Bilingual/ESL program, the district/charter school will place the student in the recommended program, but may count only LEP students with parental approval to receive the Bilingual/ESL education allotment. Bilingual allotment information is found in Texas Education Code (TEC) § 42.153

53. Framework for the Language Proficiency Assessment Committee (LPAC) Process 53 LPAC Responsibilities The LPAC may also recommend other programs or services offered through the district, such as tutoring, supplemental services, etc... The LPAC is also responsible for facilitating student participation in other special programs – Advanced Academics (G/T) or Special Education, CTE (Career and Technical Education)

54. Framework for the Language Proficiency Assessment Committee (LPAC) Process 54 Parental Approval/Denial PEIMS Date The date that the parent approval form is signed is the date the student’s official PEIMS status becomes LEP (when they can be counted as LEP), regardless of permission or denial. LPAC Responsibilities

55. Framework for the Language Proficiency Assessment Committee (LPAC) Process 55 LPAC Responsibilities 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. It is recommended that the progress of the LEP student with a parent denial on file be closely monitored.

56. Framework for the Language Proficiency Assessment Committee (LPAC) Process 56 LPAC Responsibilities To clarify “LEP” is a status of identification “LEP” and “ELL” are used interchangeably PEIMS is an information system used to report to the state “ESL” or “Bilingual” is a program used to provide services required to serve eligible students

57. Framework for the Language Proficiency Assessment Committee (LPAC) Process 57 LPAC Responsibilities What do we have to do for students with parent denials?

58. Framework for the Language Proficiency Assessment Committee (LPAC) Process 58 LPAC Responsibilities Parent Denials Monitor and facilitate the educational process – we want all students to be successful Rate student’s listening, speaking, reading, and writing proficiency with TELPAS (beginning at Grade K through Grade 12) Administer the TELPAS Reading beginning at Grade 2, until the child is no longer identified as LEP

59. Framework for the Language Proficiency Assessment Committee (LPAC) Process 59 LPAC Responsibilities Parent Denials The LPAC must review student’s TELPAS/ TAKS 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 are also monitored for two additional years (Title III, Part A, Subpart 2.Sec.3121(a)(4); TAC § 89.1220(l);TEC § 29.0561

60. Framework for the Language Proficiency Assessment Committee (LPAC) Process 60 LPAC Responsibilities What do we do when a student transfers in from another school?

61. Framework for the Language Proficiency Assessment Committee (LPAC) Process 61 LPAC Responsibilities Review the withdrawal form, if available, to see if he/she was being served in a program or identified LEP in PEIMS Try to get as much original documentation as possible, especially the HLS (document your attempts) LPAC identifies and places student within the first 4 weeks of enrollment. Be sure that all of the necessary signed documents are in the student’s LPAC folder. If the student transfers from a school in Texas…

62. Framework for the Language Proficiency Assessment Committee (LPAC) Process 62 LPAC Responsibilities 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 If the student transfers from a school outside of Texas…

63. Framework for the Language Proficiency Assessment Committee (LPAC) Process 63 Annual Review At the end of the year, the Committee reviews every LEP child being served with parental denials exited during the previous 2 years that are being monitored who has met exit criteria and continues to monitor students for 2 additional years LPAC Responsibilities Annual Review Forms in Manual

64. Framework for the Language Proficiency Assessment Committee (LPAC) Process 64 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: Benchmarks Classroom Tests State Criterion Test Data (TAKS) Norm-referenced English and Spanish (when applicable) Standardized Achievement Test Data LPAC Responsibilities

65. Framework for the Language Proficiency Assessment Committee (LPAC) Process 65 LPAC Responsibilities What is reviewed? (con’t) Oral Language Proficiency Test Data Reading Proficiency Test Data (TELPAS,TPRI, Tejas Lee etc.) Grades Anything that will give a well-rounded picture of the student’s growth and progress

66. Framework for the Language Proficiency Assessment Committee (LPAC) Process 66 When do we make decisions about state assessments? LPAC Responsibilities

67. Framework for the Language Proficiency Assessment Committee (LPAC) Process 67 Assessment decisions are made sometime in early spring before testing What are some options for assessment? LPAC Responsibilities

68. Framework for the Language Proficiency Assessment Committee (LPAC) Process 68 Exemptions and Postponement (3-10)(exit) For complete exemption policies – see the policy manual entitled LPAC Decision-Making Process for the Texas Assessment Program (grades 3-12) This manual is available at the TEA website: http://www.tea.state.tx.us/student.assessment/resources/guides/lpac/index.html LPAC Responsibilities

69. Framework for the Language Proficiency Assessment Committee (LPAC) Process 69 LPAC Responsibilities When do students exit the bilingual or ESL program?

70. Framework for the Language Proficiency Assessment Committee (LPAC) Process 70 Exiting from the Program 19 TAC§ 89.1225(h-k) LPAC Responsibilities 1) TEA-approved tests that measure the extent to which the student has developed oral and written language proficiency and specific language skills in English

71. Framework for the Language Proficiency Assessment Committee (LPAC) Process 71 Exiting from the Program (continued) LPAC Responsibilities 2) Satisfactory performance on the reading assessment instrument under the Texas Education Code, §39.023(a), or an English language arts assessment instrument administered in English, or a score at or above the 40th percentile on both the English reading and the English language arts sections of a TEA-approved norm-referenced assessment instrument for a student who is enrolled in Grade 1 or 2; and

72. Framework for the Language Proficiency Assessment Committee (LPAC) Process 72 Exiting from the Program (continued) LPAC Responsibilities 3) TEA-approved criterion-referenced written tests when available, other TEA-approved tests when criterion-referenced written test is not available, and the results of a subjective teacher evaluation.

73. Framework for the Language Proficiency Assessment Committee (LPAC) Process 73 LPAC Responsibilities Once the LPAC reclassifies a student as non-LEP, parents must be notified that the student has met state criteria for exit and will be monitored for 2 years. Parent approval of the student’s exit must be present in the student’s record folder

74. Framework for the Language Proficiency Assessment Committee (LPAC) Process 74 Requirements for lower grades Students in Pre-Kindergarten, 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. LPAC Responsibilities

75. Framework for the Language Proficiency Assessment Committee (LPAC) Process 75 LPAC Responsibilities 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.

76. Framework for the Language Proficiency Assessment Committee (LPAC) Process 76 What happens after LEP students exit the Bilingual or ESL program? LPAC Responsibilities

77. Framework for the Language Proficiency Assessment Committee (LPAC) Process 77 Monitoring Exited Students 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. TEC §29.0561 Monitoring consists of incremental, documented review of grades, academic progress,TAKS scores, etc... LPAC Responsibilities

78. Framework for the Language Proficiency Assessment Committee (LPAC) Process 78 What if exited students are not successful in the general education classroom? LPAC Responsibilities

79. Framework for the Language Proficiency Assessment Committee (LPAC) Process 79 Reclassifying Exited Students 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. LPAC Responsibilities

80. Framework for the Language Proficiency Assessment Committee (LPAC) Process 80 LPAC Responsibilities Reclassifying Exited Students (con’t) Communication between the Bilingual /ESL teacher and the general education 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 and exiting LEP students.

81. Framework for the Language Proficiency Assessment Committee (LPAC) Process 81 LPAC Responsibilities Evaluation of Transferred students: Reenrollment The LPAC shall reevaluate a student who is transferred out of a bilingual education or special language program under Section 29.0561(a) The language proficiency assessment committee 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 28.002(a)(1) during any grading period in the first two school years after the student is transferred to determine whether the student should be reenrolled in a bilingual education or special language program.

82. Framework for the Language Proficiency Assessment Committee (LPAC) Process 82 LPAC Responsibilities During the first two years after a student is transferred out of a bilingual education or special language program under Section 29.056 the language proficiency assessment committee shall review the 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 28.002 (a) (1); (3) The student’s performance on each assessment instrument administered under Section 39.023 (a) or (c).;

83. Framework for the Language Proficiency Assessment Committee (LPAC) Process 83 LPAC Responsibilities (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.

84. Framework for the Language Proficiency Assessment Committee (LPAC) Process 84 Coordination Effective communication and coordination will ensure that LEP students receive on- going and consistent support from all of the programs in which they are participating.

85. Framework for the Language Proficiency Assessment Committee (LPAC) Process 85 Coordination The LPAC does not work in isolation. The LPAC seeks, inquires, shares, assesses and recommends viable strategies to other entities working with the student. LPAC committee decisions impact overall instruction of LEP students.

86. Framework for the Language Proficiency Assessment Committee (LPAC) Process 86 Coordination Written documentation becomes invaluable for collaborating and coordinating programs for LEP students. Parent input, notification and approval is necessary throughout the LPAC process.

87. Framework for the Language Proficiency Assessment Committee (LPAC) Process 87 Coordination Integration of Chapter 89 and Title III of NCLB Program Requirements Special Program Coordination LEP/Special Education Program Gifted and Talented Program Summer Program for K-1 LEP Students PEIMS

88. Framework for the Language Proficiency Assessment Committee (LPAC) Process 88 Comparison of State Bilingual Education and NCLB Title III Requirements A side-by-side chart of activities for LEP students as required by state law and Title III of No Child Left Behind (NCLB) is found in the Manual. Coordination Annual Review Forms in Manual

89. Framework for the Language Proficiency Assessment Committee (LPAC) Process 89 Coordination The Special Program/Content Area Collaboration form will facilitate coordination among all teachers who serve LEP students. Components addressed: Linguistic Cognitive Affective/Behavior

90. Framework for the Language Proficiency Assessment Committee (LPAC) Process 90 Prior to the identification of a student as LEP, the LPAC can determine that a… student has a disability that is not related to limited English proficiency and that the student is not LEP, therefore the student should be served in special education and NOT in the Bilingual/ESL education program. Coordination

91. Framework for the Language Proficiency Assessment Committee (LPAC) Process 91 Coordination Coordination with the Special Education Program Included in the Manual are: Variables to address when making special education placement decisions Articles regarding special education and English language learners Annual Review Forms in Manual

92. Framework for the Language Proficiency Assessment Committee (LPAC) Process 92 The key members of the LPAC in conjunction with the key members of the ARD can determine that a… student was identified as LEP and does not have any disability therefore, the student should be served by the Bilingual/ESL education program and NOT referred to special education unless there is data that indicates a disability. Coordination

93. Framework for the Language Proficiency Assessment Committee (LPAC) Process 93 The key members of the LPAC in conjunction with the key members of the ARD can determine that a… student has a disability identified by the special education program and is also limited English proficient (LEP). The student could be served by both programs, special education and Bilingual/ESL education. Coordination

94. Framework for the Language Proficiency Assessment Committee (LPAC) Process 94 Coordination Coordination with the Special Education Program For LEP students referred to special education, the Admission, Review and Dismissal (ARD) committee must work in conjunction with the LPAC.

95. Framework for the Language Proficiency Assessment Committee (LPAC) Process 95 What about G/T services? Coordination

96. Framework for the Language Proficiency Assessment Committee (LPAC) Process 96 Coordination Districts should have policies in place for identifying gifted LEP children. Teachers need to be trained to observe cues that indicate giftedness and follow up with referrals. Schools should have access to non-verbal intelligence tests and native language tests available for LEP children. Refer to Chapter 89, Chapter 29, Chapter 42 and TAC Title 19, Part II.

97. Framework for the Language Proficiency Assessment Committee (LPAC) Process 97 Summer School Programs 19TAC § 89.1250 Required Summer School Programs TEA Correspondence/Summer School Program for Limited English Proficient students for Kindergarten and first grade Samples of Summer Program Parent Surveys included in Manual Coordination

98. Framework for the Language Proficiency Assessment Committee (LPAC) Process 98 PEIMS Data PEIMS required submissions for LEP students are included in the Manual. Also included is a listing of PEIMS: LEP related data elements Data element definitions Home language codes Parental permission codes Coordination

99. Framework for the Language Proficiency Assessment Committee (LPAC) Process 99 Coordination PEIMS Division information can be accessed at : www.tea.state.tx.us/peims/

100. Framework for the Language Proficiency Assessment Committee (LPAC) Process 100 APPENDIX A set of forms are included for ease in duplication and training Student folder checklist LEP student documentation checklist Answers to LPAC quiz List of approved tests for assessment of LEP students ESC and district personnel directories

101. Instructional Services Bilingual Education/ESL How are school districts required to serve LEP students?

102. Framework for the Language Proficiency Assessment Committee (LPAC) Process 102 What are districts required to do? Provide programs that are integral parts of the total school program. Utilize instructional approaches designed to meet the needs of LEP students. Base the curriculum content of the program on the Texas Essential Knowledge and Skills (TEKS) curriculum as required by the state. Follow the program design criteria per policy provided by the state for limited English proficient students (19 TAC, Chapter 89, Subchapter BB).

103. Framework for the Language Proficiency Assessment Committee (LPAC) Process 103 Student Information Who is responsible for getting all of the LPAC information, maintaining it, and following up?

104. Framework for the Language Proficiency Assessment Committee (LPAC) Process 104 Who is responsible? This is a local decision. Whoever the school district deems responsible… Registrar Counselor Administrator Teacher Etc…

105. Framework for the Language Proficiency Assessment Committee (LPAC) Process 105 Who is really accountable for the English language learner’s success? EVERYBODY!

106. Framework for the Language Proficiency Assessment Committee (LPAC) Process 106 Accountability for ALL All school personnel must be involved in ensuring appropriate instruction for LEP students. All teachers (monolingual, bilingual, and ESL) need extensive, ongoing training on the instruction of LEP students. Counselors must be trained to understand and address the needs of LEP students.

107. Framework for the Language Proficiency Assessment Committee (LPAC) Process 107 Accountability for ALL Collaboration between bilingual and/or ESL and content area teachers is essential Administrators must be trained and updated on a regular basis to be effective instructional leaders regarding the implementation of the LPAC

108. Framework for the Language Proficiency Assessment Committee (LPAC) Process 108 School Administrators School administrators should provide training opportunities for general education teachers to address LEP students. Comprehensive staff development plans should be developed. Additional resources should be channeled for training (Title I, Title III, State Compensatory Ed., Etc.) Opportunities for collaboration among Bilingual/ESL and content area teachers should be provided. Training should include how to modify schedules to include enrollment/placement of LEP students.

109. Framework for the Language Proficiency Assessment Committee (LPAC) Process 109 Texas Education Agency Bilingual/ESL Education Website Additional information on Bilingual/ESL education, can be accessed by visiting the Bilingual/ESL Unit website at: http://www.tea.state.tx.us/curriculum/biling/

110. Framework for the Language Proficiency Assessment Committee (LPAC) Process 110 Additional Websites http://www.sbec.state.tx.us/SBECOnline/ http://www.tea.state.tx.us/pbm/ http://www.texes.nesinc.com/ http://www.tea.state.tx.us/curriculum/biling/ http://www.tea.state.tx.us/rules/tac/chapter089/ch089bb.html http://www.tea.state.tx.us/curriculum/biling/exceptions.html http://www.tea.state.tx.us/curriculum/biling/recruitment1.ppt

111. Framework for the Language Proficiency Assessment Committee (LPAC) Process 111 Go to: www.tea.state.tx.us/listwww.tea.state.tx.us/list Enter name Enter email address Select “Bilingual/ESL” from drop down Click on “Join a list” button Reply to the email confirmation to complete the listserve process Join Listserve for current Bilingual/ESL information