LPAC

1. LPAC Language Proficiency Assessment Committee

2. Goal of ESL programs • Competency in comprehension, speaking, reading and composition of English • TEKS of academic language in math, science, social studies and ELA • Implement the English Language Proficiency Standards (ELPS) for L, S, R, W

3. Goal of Bilingual Education • L1 • Reading, writing, comprehension instruction • Math, science, social studies instruction • L2 • Reading, writing, comprehension instruction and content area instruction • Implement the English Language Proficiency Standards (ELPS) for L, S, R, W

4. Bilingual/ESL programs • 20+ LEP same language in same grade • PreK to Grade 5, 6th if with elementary • May join with other districts • Otherwise must provide ESL program

5. ESL LPAC • One or more professional personnel • Campus administrator • AND/OR ESL educator • Parent of an LEP student participating in program • Parent MAY NOT be school district employee

6. Bilingual LPAC • Campus administrator • Professional bilingual educator • Professional transitional language educator (ESL cert. teacher or gen. ed. teacher) • Parent of a current LEP student in bilingual program • Parent MAY NOT be school district employee

7. LPAC responsibilities • Meet upon initial enrollment – within first 4 weeks (2o days) • Meet in spring to determine appropriate assessments (prior to STAAR) • Meet at end of year for annual review and next year placement • Meet when needed to discuss student progress

8. Additional Responsibilities • Designate: • English proficiency level • level of academic achievement • Initial instructional placement, methodologies, interventions • Facilitate participation of students to other programs if appropriate • Determine appropriate assessments • Inform parents and obtain approval (or denial)

9. Exiting the ESL Program • Cannot exit in preK or K • Pass the STAAR • Advanced high on TELPAS Reading • Approved writing test • Monitored for 2 years • Meets STAAR standards • Passing grades in all subjects

10. Determining appropriate assessments? • Consider the following: • Bilingual or ESL • Language of instruction • Language proficiency, including literacy • Previous testing history • Level on state reading assessment • Consecutive years residing outside U.S. • Schooling outside the U.S.

11. LEP Permanent Record • LEP identification • Language designation • Recommendation of program placement • Parental approval or denial • Dates of entry and placement • Dates of exemption from tests • Date of exit and parent notification • Monitoring results

12. STAAR • Students in grades 3 – 8 • Writing – grades 4 and 7 • Science – grades 5 and 8 • Social studies – grade 8 • Students who first entered grade 9 in the 2011-2012 school year • STAAR Alternate students in grade 3 and above • HS – twelve end-of-course assessments (Alg I, geometry, Alg II, biology, chemistry, physics, Eng I, Eng II, Eng III, world geog., world history, U.S history)

13. STAAR for ELLs • Spanish version grades 3 to 5 • STAAR L – linguistically accommodated (grades 3 – 8, HS) • Some ELLs may be eligible for limited ling. Accomm. • Vocab. defined, text read-aloud (on computer) Spr. 13 • Before that – on paper only. Provided by test administrator

14. The Most Important Word? • Documentation!

15. Go to Screening Interventions and Pre-referral procedures document

16. ARD for LEP student • Admission, Review and Dismissal • Purpose? • Who’s on committee? • Diagnostician • Campus administrator • LPAC member (if an LEP student) • Teacher(s) familiar with student progress • Special educ. Teacher • Parent of child

17. Exiting a SPED LEP student • Qualifies for exit? • Assessments and ELPS not appropriate because of student disability • IEP-based • Student not benefiting from 2nd lang. acquisition support • Not expected to attain English lang. proficiency in one or more domains • Student met modified exit criteria? • Specific ELPS and TELPAS assessments