Rogers LPAC Guide (Secondary) Fall 2013

1. Rogers LPAC Guide (Secondary)Fall 2013 Language Placement and Assessment Committee (LPAC)—Processes and Procedures

2. Goal/ObjectivesBy the end of the LPAC training, participants will be able to answer these Guiding Questions: • What is LPAC? • Why is LPAC necessary? • Who is involved in LPAC? • What are the functions of the LPAC? Rate Yourself: 0. L-PAC?? I don’t like rap music • I think I’ve heard of LPAC • I’ve been to an LPAC meeting • I know why we have LPACs • I can lead an LPAC meeting

3. APK: Anticipation Guide (5 minutes)(Access Prior Knowledge) Directions: Complete the LPAC Anticipation Guide

4. New Information:Purpose of Rogers LPAC Guide • To clarify legal requirements of the LPAC • To provide district approved forms for LPAC purposes • To integrate State and Title III of Public Law 107-110 (No Child Left Behind) requirements regarding the: • Identification and placement • Parental notification • Annual review and • Assessment of English Language Learners as they attain language and academic proficiency.

5. Rogers LPAC Guide Contents This Rogers LPAC Guide delineates the steps that must be followed in the: • Identification – Assess students whose Home Language Survey has a language other than English and who is determined to have limited English proficiency • Processing – Review assessment information as LPAC to make placement decisions • Placement – Determine the appropriate program for students identified as an English Language Learner (ELL) • Monitoring – Review progress and performance of ELL students in their intensive language instruction program as well as the determination for exit and follow up of students as they transition into mainstream English programming

6. LPAC Definition • Language Placement and Assessment Committee – the committee of educators responsible for identification, placement, assessment, and service determinations for language minority students

7. Federal Expectations • “Recipients should have procedures in place for identifying and assessing LEP students…if language minority students in need of an alternative language program are not being served, the recipient is in violation of Title VI.” http://www2.ed.gov/about/offices/list /ocr/docs/lau1991.html

8. Title III: Language Instruction for English Language Learners and Immigrant Students • Ensure that children who are limited English proficient, including immigrant children and youth: • attain English proficiency; • develop high levels of academic attainment in English; and • meet the same challenging State academic content and student academic achievement standards, including in core academic subjects, as all children are expected to meet.

9. Title III: Required Objectives and Activities • Increase the English proficiency of ELLs by providing high-quality language development programs that are founded on scientifically-based research demonstrating the effectiveness of the programs • Provide high-quality professional development to teachers, principals, administrators, and other school or community-based organizational personnel

10. Title III: Required Objectives and Activities (cont’d.) • Improve the instructional program for ELLs by identifying, acquiring, and upgrading curricula, instructional materials, and educational software • Provide (a) tutorials and academic or vocational education for ELLs; and (b) intensified instruction

11. Title III: Required Objectives and Activities(cont’d.) • (a) Provide community participation programs, family literacy services, and parent outreach and training activities to ELLs and their families to improve the English language skills of ELLs and (b) Assist parents in helping their children improve their academic achievement, and become active participants in the education of their children

12. Arkansas LPAC Purposes • “5.02 School districts shall maintain documentation of each student identified as an ELL.” http://adesharepoint2.arkansas.gov/memos/Lists/Approved%20Memos/Attachments/27/RuleGovSpecNeedsFundingV12Finalnomarkup.pdf • “Documentation is required on all LEP students during enrollment in the ESL program and for two years after exiting the ESL program. Each student’s progress should be reviewed and documented on a yearly basis by the school’s LPAC.” (Arkansas’ NCLB Accountability Workbook, Section 5.4, http://www.arkansased.org/public/userfiles/Academic_Accountability/NCLB/accountability_wkbk_092210.pdf )

13. ELLs – Defined by ADE • 3.09 “English Language Learners (ELL) are students identified by the State Board of Education (State Board) as not proficient in the English language based upon approved English proficiency assessment instruments which measure oral, reading, writing, speaking, listening, and comprehending English.” • http://www.arkansased.org/public/userfiles/rules/Current/ade268_SpecNeedsFunding_-_June_2012.pdf

14. Why do ELLs get “special consideration”? • Equity (fair) vs. equality (same) • Should we provide each student with the same thing(s), or should we provide each student with what s/he needs? • http://www.youtube.com/watch?v=QvZEpOAcQ44&feature=related

15. LPAC Responsibilities • Identification of ELL students • Assessment and documentation review • Placement • Instructional methods and/or interventions • Linguistic accommodations for assessment • Coordination • Parental Notifications • Annual Review (linguistic and academic progress)

16. LPAC Responsibilities (cont’d.) • The LPAC is responsible to recommend and facilitate student participation in other special programs • Special Education, REACH, etc.

17. Building LPAC Members • ESOL Specialist, ex officio • Building Administrator • ESOL Teacher • Classroom Teacher or Counselor

18. LPAC Members • All LPAC members shall be trained by ESOL department staff during the first quarter every other school year • Sign in sheets from LPAC trainings need to be submitted to the ESOL Director (or LPAC clearly indicated in My Learning Plan when offered as part of PD) • The student’s parents are not required to attend LPAC meetings • At least 3 members must be present at LPAC meetings • Follow specific written guidelines for each of these meetings as provided by the ESOL Office (i.e., Annual Reviews, etc)

19. Required LPAC Meetings • Upon initial enrollment- • within the first 30 days of the school year or • within two weeks of enrollment if enrolled later in the year • Once a year for Annual Review for the following year’s placement decisions, which may include the use of linguistic accommodations, as appropriate, for classroom instruction and assessment • As needed to discuss student progress, i.e., Status Change decisions

20. LPAC Meetings All members: • are given reasonable prior notification of meeting in accordance with respective deadline • meet together • review and discuss all student data and information • arrive at appropriate decisions • sign and date all documentation/LPAC forms Original documentation for each student is filed at the district ESOL Office, and a copy is placed in the student’s cumulative file at the building

21. District ESOL/LPAC Resources • Rogers ESOL Website (http://esol.rogersschools.net) under “Educator Resources” >ESOL Forms >LPAC Resources

22. Initial Identification *Parent permission for screening/language proficiency testing is not required.

23. Screening Processes • Home Language Survey – completed during initial enrollment in Rogers by EVERY student • ELL Student Referral – completed by staff when HLS does not trigger screening and staff have evidence of a need to screen a student Both available under “ESOL Forms” section

24. Students Transferring to Rogers From a school in Arkansas: • ESOL office – Review the withdrawal form, if available, to see if he/she was being served in a program or identified ELL in APSCN • ESOL office – Try to get as much original documentation as possible, especially language proficiency testing results, LPAC decisions, HLS (attempts are documented)

25. Students Transferring to Rogers From a school outside of Arkansas: • ESOL Office – Review any school records brought in by the student • ESOL & School Office – Proceed with district guidelines, including HLS, for identification as outlined for students new to the district

26. Timeline for Initial Identification • Initial screening, assessment, placement, and parent notification must occur: • Within first 30 days of school year beginning OR • Within first two weeks of enrollment if occurring after beginning of the school year http://www2.ed.gov/policy/elsec/leg/esea02/pg50.html#sec3302

27. Entry Assessment *Parent permission for screening/language proficiency testing is not required

28. Initial Placement RolesGr. 1-12 all year and Kindergarten after 3rd Week of School • Testing administrator(s)/Interviewer(s)—at ESOL Office; responsible for gathering information, administering / scoring assessments, works under direction of ESOL Director with guidance from ESOL Specialists • ESOL Specialists—reviews interview/assessment data and makes initial placement at ESOL office; notifies parents of language proficiency testing results at ESOL office; collaborates with building LPAC to confirm initial placement • Building LPAC—reviews initial placement information from ESOL office and verifies placement and accommodations decisions in collaboration with ESOL Specialist

29. Entry Assessment • Initial Placement based on MACII and/or ELDA scores and information available regarding prior education • See “LPAC Resources” for: • Grade Level Placement Guidelines • Overview of Entry Assessment and Placement • ESOL Program Entry Criteria

30. ESOL Program • Uses second language methods throughout the curriculum • Provides instruction that includes common core based academic content and language development standards • Differentiates instruction of content according to language proficiency levels • Provides academic instruction that is on grade level

31. Required Data in APSCN(Maintained by ESOL office) Screen 102 • ELL Entry Date • ELL Denied Services Date • ELL Exited Date • Former ELL Monitored Year 1 and Year 2 • Immigrant Screen 100 • ELL status (Field 23) • ESOL program level (Field 16)

32. Reclassification of ELL students • A student in grades 1-12 may be considered for reclassification to FEP (Fluent English Proficient) ONLY if ALL exit criteria as established by ADE are met: • Student must score proficient or above in all sections of an English Language Proficiency Assessment (ELPA). • Student must earn a grade of “C” (“3”) or above in all core subject areas in prior year. • Student must score Proficient or Advanced on the CRT (Arkansas Benchmark or End of Course Exams) or score at or above the 40th percentile on the NRT. • At least two current teachers recommend exit or reclassification based on the criteria above

33. Annual Reviews • Once a year, the LPAC reviews every child identified as an English Language Learner: • being served directly or indirectly • with or without parental denials • ESOL Specialists monitor students who have exited during the previous 2 years • change in ELL status requires LPAC meeting

34. Annual Reviews (cont’d.) The LPAC should review: • MAP testing • Classroom Tests • State Criterion Test Data (Benchmark/EOC) • Norm-referenced Test Data • ELDA, MACII, LAS (language proficiency test results) • Grades • Any other input that will give a well-rounded picture of the student’s growth and progress

35. Annual Review (AR) Calendar • Grades 6-12: • FEP1 and FEP2: Aug 15- Sept 15 • ELL 1-3, 9: Preliminary AR: Jan 2-Feb 15 • ELL1-4, 9, : July 15 – Aug 1 • All generated by ESOL Office

36. Annual ELL Progress Report • Parents of every ELL student in grades 1-12 should be notified of their child’s individual progress towards meeting the ADE exit criteria • Notification shall occur during the fall semester

37. Parent Notifications • Initial Placements • Annual ELL Progress Report • AMAO lack of progress by district (as determined each year) • Program Exit (FEP) • Reclassification from FEP to ELL

38. Parent Declines Services (DS) • If a parent declines placement in the ESOL program, then the student is identified in APSCN as ELL/LEP with a parent denial date until the student meets exit criteria. • Monitor and facilitate the educational process for DS students. • Administer the ELDA, until the child is no longer identified as ELL. • The LPAC must review student’s NRT, CRT, language proficiency scores, and classroom performance once each year. • Once a student meets ADE exit criteria, he/she is reclassified as FEP. • FEP Students with parent denials are also monitored for two additional years.

39. Parent Notification of Exit • Once the LPAC reclassifies a student as Fluent English Proficient (FEP), parents must be notified that the student has met state criteria for exit and will be monitored for 2 years • ESOL office notifies parent using approved letter

40. Guiding Questions • What is LPAC? • Why is LPAC necessary? • Who is involved in LPAC? • What are the functions of the LPAC? Rate Yourself: 0. L-PAC?? I don’t like rap music • I think I’ve heard of LPAC • I’ve been to an LPAC meeting • I know why we have LPACs • I can lead an LPAC meeting

41. References • ADE - 2008-09 Arkansas Comprehensive School Improvement Plan (ACSIP) Handbook http://arkansased.org/acsip/pdf/acsip_handbook_2008-2009_0308.pdf • ADE - Limited English Proficient: Curriculum and Assessment Information http://www.arkansased.org/lep/lep.html • USDOE - Title III — Language Instruction for Limited English • Proficient and Immigrant Students SEC. 3001 AUTHORIZATIONS OF APPROPRIATIONS; CONDITION ON EFFECTIVENESS OF PARTS. http://www.ed.gov/policy/elsec/leg/esea02/pg39.html • NCLB Public Law 107-110-Jan. 8, 2002 http://www.ed.gov/policy/elsec/leg/esea02/107-110.pdf • OCR Programs for English Language Learners Planning Guide http://www2.ed.gov/about/offices/list/ocr/ell/index.html