1. © 2014, Region One Education Service Center Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment LPAC End of Year Training of Trainers Region One Education Service Center April 24, 2015

2. © 2014, Region One Education Service Center2 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment End of Year LPAC Training Goal To provide training and support for trainers to train LPAC members on procedures, including the annual exit review, reclassification of exited students, progress monitoring, and parent notification.

3. © 2014, Region One Education Service Center3 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment Language Proficiency Assessment Committee Responsibilities Identification of ELLs Assessment and Documentation Review Placement Recommend Instructional Methodology/Interventions Determine assessment and linguistic accommodations Parent Approval Annual Review of Progress Exiting/Reclassification Monitoring M1s & M2s

4. © 2014, Region One Education Service Center4 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment Key Agenda Items LPAC Policy & Training for members & documentation requirements LPAC Responsibilities Focused on the End of Year Functions of the LPAC State Criteria for exiting the program- Refer to the Texas Education Agency’s 2014-2015 Exit Criteria Chart

5. © 2014, Region One Education Service Center5 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment LPAC Decisions Following LPAC procedures according to state policy guidelines Making decisions--individual student basis Working as a committee--to make decisions Maintaining required documentation

6. © 2014, Region One Education Service Center6 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment Why is team decision making important? https://www.youtube.com/watch?v=j_FrPu URfag https://www.youtube.com/watch?v=j_FrPu URfag

7. © 2014, Region One Education Service Center7 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment Acronyms OLPT – Oral Language Proficiency Test ELL – English Language Learner LEP – Limited English Proficient ESL – English as a Second Language (program)

8. © 2014, Region One Education Service Center8 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment Definitions of Key Terms 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 Parent Denials – Documentation of a parent’s right to denial of Bilingual/ESL services from the LEA for their son or daughter. TEA (2014)

9. © 2014, Region One Education Service Center9 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment Review every student identified as Limited English Proficient Review all served ELLs, including Parent Denials –Academic Achievement –Language Proficiency –Determine Eligibility to Exit Review Monitored students (M1,M2) (for 2 years)

10. © 2014, Region One Education Service Center10 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment Annual Exit Review At the end of the school year, a district or charter system may transfer (exit, reclassify, transition) a LEP student out of a bilingual or ESL education program for the first time or a subsequent time if the student is able to participate equally in a regular all-English instructional program as determined by satisfactory performance in all three assessment areas on the Exit Criteria Chart and the results of a subjective teacher evaluation. TEA, 2014-2015 Exit Criteria Chart

11. © 2014, Region One Education Service Center11 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment State Policy Guidelines http://tea.texas.gov/bilingual/esl/education/

12. © 2014, Region One Education Service Center12 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment §89.1225. Testing and Classification of Students (h) For exit from a bilingual education or English as a second language program, a student may be classified as English proficient at the end of the school year in which a student would be able to participate equally in a general education, all-English instructional program. This determination shall be based upon all of the following: Handout

13. © 2014, Region One Education Service Center13 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment §89.1225. Testing and Classification of Students 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; 2.Satisfactory performance on the reading assessment instrument under the Texas Education Code (TEC), §39.023(a), or a TEA-approved English language arts assessment instrument administered Handout

14. © 2014, Region One Education Service Center14 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment §89.1225. Testing and Classification of Students 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 standardized achievement instrument for a student who is enrolled in Grade 1 or 2; and Handout

15. © 2014, Region One Education Service Center15 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment §89.1225. Testing and Classification of Students 3.TEA-approved criterion-referenced written tests when available, or other TEA- approved tests when criterion-referenced tests are not available, and the results of a subjective teacher evaluation. Handout

16. © 2014, Region One Education Service Center16 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment §89.1225. Testing and Classification of Students (i) A student may not be exited from the bilingual education or English as a second language program in prekindergarten or kindergarten. A school district must ensure that English language learners are prepared to meet academic standards required by the TEC, §28.0211. Handout

17. © 2014, Region One Education Service Center17 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment Norm Referenced Assessments Norm-referenced Test - standardized tests that are designed to compare and rank test takers in relation to one another. Norm- referenced tests report whether test takers performed better or worse than the average test-taker. Norm-referenced scores – These are student scores that are reported as a percentile ranking.

18. © 2014, Region One Education Service Center18 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment Criterion v. Norm-referenced Tests Most state achievement tests are criterion- referenced. In other words, a predetermined level of acceptable performance is developed and students pass or fail in achieving or not achieving this level. Tests that set goals for students based on the average student's performance are norm-referenced tests.

19. © 2014, Region One Education Service Center19 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment Example of a Norm-Referenced Test Score: Percentile Rank ActivityPlot the 40 th Percentile or below

20. © 2014, Region One Education Service Center20 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment Example of a NRT: Iowa Test of Basic Skills NPR – National Percentile Rank – This is an indication ranging from 1 to 99 showing what “percentile” the student score corresponds to in relation to others taking the same test. – This is NOT the percent correct. Handout

21. © 2014, Region One Education Service Center21 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment IOWA Reading Reports the National Percentile Rank (NPR) Achievement LevelNPR Very High96-99 Above Average76-95 Average25-75 Below Average5-24 Very Low1-4

22. © 2014, Region One Education Service Center22 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment Standardized Achievement Tests in English Norm-referenced tests To be used for Exit in Grades 1-2, 11 th & 12th ONLY. Score Indicating LEP: Below 40 th Percentile on BOTH Reading and Language Arts. TEA List of Approved Tests (2014-2015)

23. © 2014, Region One Education Service Center23 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment Table Share A 2 nd grader scored in the 89 th percentile in Reading Comprehension. This means that the student scored ______ than approximately ___ percent of ____ grade students on whom the test was normed.

24. © 2014, Region One Education Service Center24 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment Sample Report Create a True Statement The student who took this test scored in the ___ percentile in Reading and in the ___ percentile on the Language Arts component of the ITBS. This means that in comparison to the norming group, this student scored ____ in Reading and ____ on the Language Arts component. Handout

25. © 2014, Region One Education Service Center25 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment

26. © 2014, Region One Education Service Center26 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment STAAR Reading & Writing The performance level for program exit is Level II (Satisfactory Academic Performance) or above.

27. © 2014, Region One Education Service Center27 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment Did Anna Meet ELL Exit Criteria? Anna is a STAAR Graduate in 10 th Grade. Anna took the STAAR EOC English II and passed Anna took the STAAR EOC Biology Test and passed Anna took the STAAR EOC American History Test and passed Anna was rated Advanced TELPAS Listening & Advanced-High TELPAS Speaking Anna scored Advanced-High on TELPAS Reading Anna was rated Advanced on TELPAS Writing Anna scored FES (Fluent English Speaker) on the IPT Oral Retest Did Anna meet ELL Exit Criteria? Discuss with your table

28. © 2014, Region One Education Service Center28 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment Did Marco Meet ELL Exit Criteria? Marco is a TAKS graduate in 12 th grade Marco took the Exit Level ELA TAKS test and did not pass Marco was rated Advanced-High TELPAS Listening Marco was rated Advanced-High TELPAS Speaking Marco scored Advanced TELPAS Reading Marco was rated Advanced TELPAS Writing Marco’s OLPT scores indicated that he is now proficient in English. Did Marco meet ELL Exit Criteria? Discuss with your table

29. © 2014, Region One Education Service Center29 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment Did Juan Meet ELL Exit Criteria? Juan is a STAAR Graduate in 11 th Grade. Juan took the STAAR EOC Algebra Test and passed Juan took the STAAR EOC American History Test and passed Juan was rated Advanced-High TELPAS Listening Juan was rated Advanced-High TELPAS Speaking Juan scored Advanced-High TELPAS Reading Juan was rated Advanced-High on TELPAS Writing Juan scored 39 th percentile on the Reading and 48 th percentile on the Language component of the Iowa Test of Basic Skills (ITBS) Did Juan meet ELL Exit Criteria? Discuss with your table

30. © 2014, Region One Education Service Center30 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment Did Jesse Meet ELL Exit Criteria? Jesse is a TAKS graduate in 10 th grade who attends an alternative school in his district Jesse took the 10 th grade TAKS ELA test and passed Jesse was rated Advanced-High on TELPAS Listening Jesse was rated Advanced TELPAS Speaking Jesse scored Advanced-High TELPAS Reading Jesse was rated Advanced-High TELPAS Writing Jesse was not assessed with LAS Links like others, because there are no trained administrators at the alternative school. Did Jesse meet ELL Exit Criteria? Discuss with your table. Anything wrong?

31. © 2014, Region One Education Service Center31 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment Source: http://topnotchteaching.com/reviews/funny-photos/

32. © 2014, Region One Education Service Center32 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment If student did meet ELL Exit Criteria… –Exit student –Notify the parents of exit/obtain a signed exit letter –Assign to General Ed. class for next year –Recommend participation in other programs –Monitor progress each grading period (2 yrs.)

33. © 2014, Region One Education Service Center33 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment Reading and Writing Proficiency Tests in English Writing Proficiency Tests – may be used for Exit [19 TAC §89.1225 (f) and (h)]. Texas English Language Proficiency Assessment System (TELPAS) – Writing 1-12 Advanced High TEA List of Approved Tests (2014-2015)

34. © 2014, Region One Education Service Center34 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment Oral Language Proficiency Tests in English Texas English Language Proficiency Assessment System (TELPAS) is for Progress Monitoring – Listening 1-12 – Speaking 1-12 OLPT (LAS Links, IPT, Woodcock Munoz, etc.,) – Listening 1-12 – Speaking 1-12 TEA List of Approved Tests (2014-2015)

35. © 2014, Region One Education Service Center35 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment Complete the Chart

36. © 2014, Region One Education Service Center36 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment 2014-2015 List of Approved Tests for Limited English Proficient Students In the 2014-2015 List of Approved Tests for Assessment of Limited English Proficiency Students, which is available at: http://www.tea.state.tx.us/index2.aspx?id=4 098 http://www.tea.state.tx.us/index2.aspx?id=4 098

37. © 2014, Region One Education Service Center37 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment LPACs should carefully review each ELL student to determine if they: – Required linguistic accommodations for STAAR – Some ELLs, who pass the STAAR utilizing assessment linguistic accommodations, may not be considered for ELL Exit – Reading / Writing / ELA STAAR

38. © 2014, Region One Education Service Center38 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment Handout

39. © 2014, Region One Education Service Center39 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment 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 two years. Parent approval of the student’s exit must be present in the student’s record folder. Parental Notification/Approval TEA (2014)

40. © 2014, Region One Education Service Center40 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment Parent Approval 89.1220(m) A school district may identify, exit, or place a student in a program without written approval of the student's parent or guardian if: 1.the student is 18 years of age or has had the disabilities of minority removed; 2.reasonable attempts to inform and obtain permission from a parent or guardian have been made and documented;

41. © 2014, Region One Education Service Center41 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment 3. approval is obtained from: (A) an adult who the school district recognizes as standing in parental relation to the student, including a foster parent or employee of a state or local governmental agency with temporary possession or control of the student; or

42. © 2014, Region One Education Service Center42 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment (B) the student, if no parent, guardian, or other responsible adult is available; or (4) a parent or guardian has not objected in writing to the proposed entry, exit, or placement. Source: TEA, Commissioner’s Rules, §89.1220

43. © 2014, Region One Education Service Center43 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment Provide in Native Language

44. © 2014, Region One Education Service Center44 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment Provide in Native Language

45. © 2014, Region One Education Service Center45 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment Provide in Native Language

46. © 2014, Region One Education Service Center46 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment Provide in Native Language

47. © 2014, Region One Education Service Center47 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment Provide in Native Language

48. © 2014, Region One Education Service Center48 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment Provide in Native Language

49. © 2014, Region One Education Service Center49 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment Monitoring of M1s & M2s §89.1220. Language Proficiency Assessment Committee (k) The language proficiency assessment committee shall monitor the academic progress of each student who has exited from a bilingual or English as a second language program during the first two years after exiting in accordance with the TEC, §29.0561.

50. © 2014, Region One Education Service Center50 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment F = M1 S = M2 Bilingual Meets Exit Criteria NonLEP F or S ESL Meets Exit Criteria NonLEP F or S LEP Denial Meets Exit/Reclassification Critera NonLEP F or S

51. © 2014, Region One Education Service Center51 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment Reclassifying ELLs with Disabilities The ARD committee, in conjunction with the LPAC, shall determine an appropriate assessment instrument and performance standard requirement for exit. The decision to exit a student is determined by the key members of the ARD in conjunction with the key members of LPAC. http://www.tea.state.tx.us/index2.aspx?id=4098 19 TAC §89.1225 (k) §89.1230 TEA (2015)

52. © 2014, Region One Education Service Center52 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment Evaluation of Reclassified Students The LPAC shall reevaluate a student who is transferred out of a bilingual education or special language program under Section 29.056(g) if the student earns a failing grade in a subject in the foundation curriculum under Section 29.002(a) during any grading period in the first two school years after the student is transferred to determine whether the student should be reenrolled in a bilingual education or special language program. TEC §29.0561(a) TEA (2014)

53. © 2014, Region One Education Service Center53 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment Reclassified Students During the first two school years after a student is transferred out of a bilingual education or special language program under Section 29.0561 (b), the LPAC shall review student’s performance and consider: (1) The total amount of time the student was enrolled in a bilingual education or special language program; (2) The student’s grades each grading period in each subject in the foundation curriculum under Section 29.002 (a) (1); TEA (2014)

54. © 2014, Region One Education Service Center54 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment (3) The student’s performance on each assessment instrument administered under Section 39.023 (a) or (c); (4)The number of credits the student has earned toward high school graduation, if applicable; and (5)Any disciplinary actions taken against the student under Subchapter A, Chapter 37. TEC §29.0561(b) Reclassified Students TEA (2014)

55. © 2014, Region One Education Service Center55 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment (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. TEC §29.0561(c) Reclassified Students

56. © 2014, Region One Education Service Center56 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment Handout

57. © 2014, Region One Education Service Center57 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment Handout

58. © 2014, Region One Education Service Center58 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment Exit of ELLs Served by the Special Education Program The ARD committee along with the LPAC shall determine: – an appropriate assessment instrument and – performance standard requirement to exit for students for whom the usual tests would be inappropriate as part of the IEP. The decision to exit a ELL student who receives both special education and ESL services is determined by: – ARD Committee – LPAC Committee Refer to “Process for Sp. Ed. /ELL Exit Flowc hart”

59. © 2014, Region One Education Service Center59 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment Policy: Special Education LEP Student Exit Decisions (k) The ARD committee in conjunction with the language proficiency assessment committee shall determine an appropriate assessment instrument and performance standard requirement for exit under subsection (h) of this section for students for whom those tests would be inappropriate as part of the IEP.

60. © 2014, Region One Education Service Center60 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment Handout

61. © 2014, Region One Education Service Center61 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment Documentation All LPAC actions/decisions should be documented in at least 2 places: LPAC Minutes ELL/LPAC Folders (in Student Permanent Record/Cumulative Folder)

62. © 2014, Region One Education Service Center62 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment Handout

63. Sources © 2014, Region One Education Service Center Curriculum, Instruction & Assessment—Language Proficiency, Biliteracy and Cultural Diversity 63 Texas Education Agency (2011). Chapter 89. Adaptations for Special Populations, Subchapter BB. Commissioner’s Rules Concerning State Plan for Educating English Language Learners. Retrieved from http://www.tea.state.tx.us/index2.aspx?id=4098 http://www.tea.state.tx.us/index2.aspx?id=4098 Texas Education Agency (2013-2014). Curriculum Division. LPAC Manual Suggested Forms. Retrieved from the Region 20 ESC website: http://www.esc20.net/default.aspx?name=ci_besl.LPACFrameworkhttp://www.esc20.net/default.aspx?name=ci_besl.LPACFramework Texas Education Agency (2014). Bilingual Education webpage. TEC 29.051 - 29.064. Retrieved from http://www.tea.state.tx.us/index2.aspx?id=4098 http://www.tea.state.tx.us/index2.aspx?id=4098 Top Notch Teaching. You rock, you rule. [Image]. Retrieved from http://topnotchteaching.com/reviews/funny- photos/http://topnotchteaching.com/reviews/funny- photos/ U.S. Department of Education. Elementary and Secondary Education. Title III, Part A Sec. 3121. Evaluations. Retrieved from http://www2.ed.gov/policy/elsec/leg/esea02/pg42.html?exp=2http://www2.ed.gov/policy/elsec/leg/esea02/pg42.html?exp=2

64. © 2014, Region One Education Service Center64 Language Proficiency, Biliteracy & Cultural Diversity Curriculum, Instruction and Assessment Contact Information Language Proficiency, Biliteracy and Cultural Diversity Virginia Rivas Champion, Director vchampion@esc1.netvchampion@esc1.net (956) 984-6246 Perla Roerig proerig@esc1.net Melissa Sanchez Garza, Program Assistant Masanchez@esc1.netMasanchez@esc1.net (956) 984-6238