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LPAC

LPAC . Language Proficiency Assessment Committee. 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.

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LPAC

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  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

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