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Elementary Campus LPAC Training

Elementary Campus LPAC Training. Mansfield ISD. LPAC stands for. Language Proficiency Assessment Committee. Commonly used acronyms relating to ESL/Dual Language. LEP Limited English Proficient Dual Language Education (DLE) Model of Bilingual Education

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Elementary Campus LPAC Training

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  1. Elementary CampusLPAC Training Mansfield ISD

  2. LPAC stands for Language Proficiency Assessment Committee

  3. Commonly used acronyms relating to ESL/Dual Language • LEP Limited English Proficient • Dual Language Education (DLE) Model of Bilingual Education • ELL English Language Learner • CALP level Cognitive Academic Language Proficiency Level • LPACCommittee that determines program placement and monitors progress of all LEP students

  4. Home Language Survey If the Home Language Survey lists any language other than English/English, the student must be tested for English language proficiency.

  5. CALP LEVELS A student’s Oral English Language Proficiency is reported using CALP levels as determined by the results of the Woodcock-Munoz Language Scales. CALP = Cognitive Academic Language Proficiency Levels 1 – 6 Level one = little English language proficiency Level 4 or above – orally fluent in English If CALP is less than 4, a student qualifies as an English Language Learner and receives DL or ESL services.

  6. Policy onConfidentiality “In performing their duties, LPAC committee members shall be acting for the district and shall observe requirements regarding confidentiality of information regarding individual students and student records.”

  7. LPAC CommitteeMembership • Administrator (principal or assistant principal only) • Parent of an ESL student (cannot be MISD employee) • Certified Transitional Language Educator (ESL or Dual Language certified teacher) • One additional member is desired but not required (classroom teacher, counselor).

  8. Duties ofLanguage ProficiencyAssessment Committee 1. Classify students as LEP (Limited English Proficiency) within 4 weeks of enrollment based on Home Language Survey, the Woodcock-Munoz Language Survey and other norm referenced scores. 2. Recommend the appropriate instructional placement for all identified LEP students, including those identified for Special Education. Continued……..

  9. 3. Facilitate the participation of LEP students in other special programs for which they are eligible. 4. Reclassify LEP students, including denials, as English Proficient when they meet criteria to exit ESL/Bilingual Program.

  10. 5. Monitor the academic progress of each student who has exited program within the past 2 years. • 6. Ensure representation on the ARD committee for each LEP student who qualifies for special education program services.

  11. The MOST important document for the classroom teacher to know about is the: Home Language Survey Home Language Survey Home Language Survey Home Language Survey Home Language Survey Home Language Survey Home Language Survey Home Language Survey Home Language Survey Home Language SurveyHome Language Survey Home Language Survey Home Language Survey Home Language Survey Home Language Survey Home Language Survey Home Language Survey Home Language Survey Home Language Survey Home Language Survey Home Language Survey Home Language SurveyHome Language Survey Home Language Survey Home Language Survey Home Language Survey Home Language Survey Home Language Survey Home Language Survey Home Language Survey Home Language Survey Home Language Survey Home Language Survey Home Language Survey Home Language Survey Home Language Survey Home Language Survey

  12. THE most important document to look for is theHome Language Survey • Each teacher is responsible for checking cumulative folder of every student in his/her class at the beginning of year and as new students arrive. • If anythingother than English/English is written on HLS, make a copy of HLS and place in ESL teacher’s box ASAP.

  13. Please sign the LPAC training verification form.Thanks!

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