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Language Proficiency Assessment Committee

Language Proficiency Assessment Committee. McKinney ISD BOY LPAC Training 2016-17. This training does not take the place of reading/studying the LPAC Manual. Contact Information. Welcome and Bon Voyage!. Itinerary ELLevation Training Lunch LPAC BOY Training.

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Language Proficiency Assessment Committee

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  1. Language Proficiency Assessment Committee McKinney ISD BOY LPAC Training 2016-17 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 ELLevationand 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 LPAC website components: • Home • LPAC Framework • Parent Resources • Videos • Frequently Used Resources • Decision Making Manual The Framework for the LPAC Process Manual can be accessed through the Education Service Center, Region 20 LPAC portal located at: www.esc20.net/lpac

  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 §89.1201 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 §89.1201, §89.1235

  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 §89.1220 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 §89.1220

  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 §89.1220 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 §89.1220 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/orinterventions 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 §89.1215

  23. All Students Home Language Survey

  24. 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) 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 §89.1215

  25. Identification of Transferring Students • If the student transfers from a school inTexas: • 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, especiallythe 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 §89.1225 (a-g) 19 TAC §89.1230

  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 §89.1225 http://tea.texas.gov/bilingual/esl/education/

  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 andmust 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. http://tea.texas.gov/index2.aspx?id=2147496923 19 TAC §89.1230 19 TAC §89.1225 (f) (4)

  31. LPAC Meeting Required 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 §89.1220

  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 §89.1220 (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 §89.1225(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. http://tea.texas.gov/index2.aspx?id=4098 19 TAC §89.1225 (k) §89.1230

  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 §89.1220

  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 inthe student’s LPAC folder (red folder) that is kept in their cumulative file.

  37. BOY Forms

  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. • http://tea.texas.gov/bilingual/esl/education/ 19 TAC §89.1205, §89.1210

  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 §89.1201

  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 §89.1210 (c) (2) (3), §89.1227, §89.1228

  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 §89.1205 (d), §89.1210

  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 §89.1201

  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) • http://tea.texas.gov/bilingual/esl/education/

  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

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