The Language Assessment Process in Texas

1. The Language Assessment Process in Texas • LPAC, Language Assessment Proficiency Committee • ARD is the Admissions, Review and Dismissal committee for Special Education • “LEP” is a status of identification • PEIMS is an identification system used to report to the state (this changes when the status does) LPAC overview - Fall 2004

2. What laws govern the administration of services of LEP (limited-English proficient) students and ELL (English language learners) in Texas? • Texas Administrative Code (TAC). Chapter 89, Subchapter BB and • Texas Education Code (TEC). Chapter 29, Subchapter B LPAC overview - Fall 2004

3. Why do we have an LPAC process in place? • Texas laws say that we need to have one in order to identify and facilitate services for LEP’s LPAC overview - Fall 2004

4. What are the responsibilities of the LPAC committee? • identify language proficiency of non-native speaker, • determine who qualifies for services, • facilitate services for LEP students, • recommend the best instructional setting, • monitor academic and linguistic progress for LEP children, or ELL’s. LPAC overview - Fall 2004

5. LPAC Responsibilities: • All of the information available should be reviewed carefully and decisions should be made ethically and in good conscience concerning each child on an individual basis, • The LPAC can meet on multiple children at a meeting, • LPAC has a parent representative of all LEP kids, not the individual child’s parent LPAC overview - Fall 2004

6. LPAC Responsibilities: • LPAC does not need permission for testing - language proficiency, not cognitive ability • ARD committee placements supersede the LPAC placement but an LPAC member must be present at the ARD of any LEP student (an ARD committee member does not need to be present at an LPAC) LPAC overview - Fall 2004

7. LPAC Responsibilities: • Determine LEP status after reviewing scores • Recommend the appropriate educational program for each LEP student • Notify the parent about classification and obtain permission in writing for program entry • Determine the best state testing option for each LEP student (in the spring) LPAC overview - Fall 2004

8. LPAC Responsibilities: • Facilitate and review student participation and progress in the district’s bilingual or ESL program • Facilitate the participation of LEP students in other special programs for which they are eligible provided by the district with either state or federal funds. • Determine exit status (reclassification as Non-LEP) upon reaching state exit criteria. • Monitor progress of exited students for 2 years LPAC overview - Fall 2004

9. When does the LPAC meet? • Upon initial enrollment - within the student’s first 4 weeks (20 school days • In early spring before state assessments • At the end of the year for annual review and for the following year’s placement decision LPAC overview - Fall 2004

10. Who serves on an LPAC committee? • For ESL Programs: (Two or three members at least): • An ESL certified teacher or a teacher assigned to ESL, • A parent of a current limited-English proficient student ( this parent may not be employee of the school district), • A campus administrator LPAC overview - Fall 2004

11. Who serves on an LPAC committee? • For For Bilingual Programs: (Four members at least): • An campus administrator, • An ESL certified teacher or a teacher assigned to ESL, • A professional certified in Language Proficiency (bilingual teacher), • A parent of a current limited-English proficient student (this parent may not be employee of the school district) LPAC overview - Fall 2004

12. More about LPAC committee members • All LPAC members must be trained, • 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 in case the parent is LEP, • Conferencing with parents at some point about children’s success is encouraged, however, it is not necessary to invite the parent of each of the students being discussed to the LPAC meeting LPAC overview - Fall 2004

13. More about LPAC committee members • Unlike an ARD committee meeting, the trained LPAC parent serves as the representative parent for all LEP students. Anyone that is at these meetings must be trained in order to analyze information accordingly, • Each trained member must also sign an oath of confidentiality because test information is shared and analyzed for many students. LPAC overview - Fall 2004

14. How does an LPAC process take place? • Committee members meet; like any other official meeting, there should be a person chairing the meeting and minutes should be kept • Review and discuss student data and information, • Make decisions, • Sign and date all documents, • Adjourn LPAC overview - Fall 2004

15. What important decisions does the LPAC committee make? • Identification • ReviewProgram • Recommendation • Parent Permission • Request, facilitate Assessment Decisions • Annual Review (linguistic & academic progress) • Exit (Reclassification as Non-LEP) • Monitoring • Re-entry (Reclassification as LEP) LPAC overview - Fall 2004

16. Identification • Home Language Survey (HLS) • If the HLS indicates a language other than English then testing must be initiated to determine English proficiency* *Parent permission for testing is not required LPAC overview - Fall 2004

17. Testing for identification • PK-1 = a TEA approved oral language proficiency test (OLPT) in English (and primary language for bilingual programs) • 2-12 = a TEA approved oral language proficiency test (OLPT) in English (and primary language for bilingual programs) AND…the reading and language arts portion of an English norm-referenced test approved by the State (unless their English ability is so low that it would invalidate the test) LPAC overview - Fall 2004

18. Timeline • LPAC has 4 weeks (20 days) to complete the testing and meet to determine the LEP status of the child(ren). LEP? Non-LEP? LPAC overview - Fall 2004

19. RESULTS of TEST(S) Results must evaluated to determine if student is LEP… • PK-1 students that score Non or Limited English speaking are identified as LEP, • 2-12 students are identified LEP if their oral test score is Non or limited English speaking OR • If they score below the 40th percentile on either the reading or language arts sub-test of a norm-referenced test LPAC overview - Fall 2004

20. Oral Testing for progress Students at all levels identified and receiving services through bilingual and ESL programs will also be oral tested at the end of every year. This Information will be used at annual meetings to show progress in oral language proficiency. LPAC overview - Fall 2004

21. Placement/Permission • After the LPAC recommends placement for the LEP student, parental permission in writing is required! *The permission slip needs to be in both English and the native language of the parent! LPAC overview - Fall 2004

22. Parental Rights Parents are to be provided information regarding the benefits of the program. These benefits are to be described on each permission form and should be available through school brochures or other publications in the community. LPAC overview - Fall 2004

23. Pending parent approval of a LEP student’s entry into the bilingual/ESL program, district will place the student in the recommended program, but may count only LEP students with parental approval for the bilingual education allotment. Placement • When students first enroll, where do we place them while we are carrying out this process and waiting for permission, etc…?. LPAC overview - Fall 2004

24. Parental Approval PEIMS Date The date that the parent form is signed, is the date the student’s official PEIMS status becomes LEP (when we count them as LEP), regardless of permission or denial. LPAC overview - Fall 2004

25. PEIMS PEIMS is an identification system used to report to the state (this changes when the status does) • The date that the parent form is signed, is the date the student’s official PEIMS status becomes LEP (when we count them as LEP), regardless of permission or denial. LPAC overview - Fall 2004

26. Parental Denials • If a parent signs off that they do not agree with the placement decision (indicates non-approval on a form), then the child is identified in PEIMS as LEP with a parent denial. • It is recommended that the LEP student with a parent denial on file be monitored and reviewed for academic progress. If necessary the parent is offered the instructional program again. LPAC overview - Fall 2004

27. What do we do when a parent denies services? • Monitor and facilitate the educational process – we want all students to be successful • Rate student’s listening, speaking, reading, and writing proficiency with the Observation Protocol (beginning at Kindergarten through grade 12) • Administer the RPTE (beginning at 3rd grade) until the child scores “advanced” LPAC overview - Fall 2004

28. What do we do when a parent denies services? • LPAC these students at the end of each year to review RPTE scores and see if they passed the reading TAKS • Once they pass TAKS in English, are proficient English writers and are orally fluent, their LEP status is removed from PEIMS and you no longer need to LPAC them • Denial students are not monitored LPAC overview - Fall 2004

29. Facilitation • The LPAC is charged with reviewing student data and deciding how to match up student needs to services provided by the district. • The LPAC can also recommend interventions and accommodations to facilitate student learning and achievement in the classroom. LPAC overview - Fall 2004

30. Facilitation • LPACs may also recommend other programs or services offered through the district, such as tutoring, other supplemental services, etc... • The LPAC is also responsible for facilitating student participation in other special programs – Advanced Academics (G/T) or Special Education, CATE (Career and Technology) LPAC overview - Fall 2004