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LPAC TRAINING

LPAC TRAINING. July 30th & July 31st. Welcome and Introductions. Meeting Norms Parking Lot Objectives for the Day LPAC Overview LPAC Members and their roles LPAC Responsibilities LPAC Timeline & Calendars LPAC Procedures LPAC/ARD Documentation LPAC Forms LPAC Coordinator Training.

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LPAC TRAINING

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  1. LPAC TRAINING July 30th & July 31st

  2. Welcome and Introductions • Meeting Norms • Parking Lot • Objectives for the Day • LPAC Overview • LPAC Members and their roles • LPAC Responsibilities • LPAC Timeline & Calendars • LPAC Procedures • LPAC/ARD Documentation • LPAC Forms • LPAC Coordinator Training

  3. What is LPAC? Language Proficiency Assessment Committee

  4. What is LPAC? 19 Texas Administrative Code (TAC) Chapter 89. Adaptations for Special Populations. Subchapter BB. The Commissioner’s Rules Concerning the State plan for Educating Limited English Proficient students state that all school districts that are required to provide bilingual education and/or English as a Second Language (ESL) programs establish and operate a Language Proficiency Assessment Committee (LPAC).

  5. What is LPAC? Framework for the LPAC Process Handout 1

  6. What is LPAC? Framework for the LPAC Process The Framework for the LPAC Process Manual can be accessed through the TEA website at: http://www.tea.state.tx.us/curriculum/biling/teares-lpac-processmanual.html

  7. What is LPAC? LPAC Responsibilities • In a nutshell… • identifying students • recommending the best instructional setting • monitoring academic and linguistic progress for Limited English Proficient (LEP) students. • 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.

  8. What is LPAC? • Determines LEP status after reviewing scores of entry criteria • Recommends the appropriate educational program for each LEP student • Notifies the parent about classification and obtains permission in writing for program entry • Determines the best state testing option for each LEP student (immediately prior to state assessment) LPAC Responsibilities

  9. What is LPAC? • Facilitatesand reviews student participation and progress in the district’s Bilingual or ESL program • Facilitates the participation of eligible LEP students in other special programs provided by the district with either state or federal funds. • Determines exit status (reclassification as Non-LEP) upon reaching state exit criteria. • Monitors progress of Exit, Waivers, and Denial students every 9 weeks for 2 years LPAC Responsibilities

  10. What is LPAC? LPAC vs. ARD • The LPAC can discuss multiple children in the same meeting. • The LPAC has a parent representative for all LEP kids, not just the individual child’s parent. • The Bilingual/ESL Program does not need parent permission for testing language proficiency. • The ARD committee places student in the Special Education Program; 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, but it is encouraged).

  11. LEP Decision Chart Handout 2

  12. LPAC Membership • Who serves on the LPAC? • LPAC Coordinator (Teacher 1) • LPAC Administrator • LPAC Teacher 2 • LPAC Parent (No parent serving on the committee shall be an employee of the school district) • Who else assists with the LPAC Process? • PEIMS Clerk • Scheduling Clerk

  13. LPAC Membership • LPAC Coordinator Responsibilities • Provides annual LPAC Training for all campus Bilingual/ESL teachers • Provides SELP testing at the campus when needed • Manages Campus LPAC binder which contains: • Oaths of Confidentiality • LPAC Minutes with Agendas and Signed Member Rosters

  14. LPAC Membership • LPAC Coordinator Responsibilities (continued) • Ensures that new students are tested within 10 school days of initial entry*Any teacher or staff member who is properly trained can administer the SELP. • Ensures that new students are LPAC’d within 20 school days of initial entry

  15. LPAC Membership • LPAC Coordinator Responsibilities (continued) • Ensures proper documentation for LPAC meetings • Develops and prints the Agenda for each meeting • Completes the Program Placement paperwork prior to meeting • Gathers and prepares additional paperwork if needed* Academic Profile Sheet, Inadequate Foundation, etc. • Ensures that Member Roster is signed each meeting • Completes minutes form during the LPAC meeting • Submits LPAC Meeting Agenda, Member Roster, and Minutes Form to the SISD Bilingual Department within 10 days • IMPORTANT: The LPAC Administrator must monitor the paperwork process and should assist when needed!

  16. LPAC Membership • LPAC CoordinatorResponsibilities (continued) • Helps to determine appropriate instructional interventions and language assessment decisions • Signs paperwork regarding LPAC placement and assessment decisions as teacher representative

  17. LPAC Membership • LPAC AdministratorResponsibilities • Continuously supports LPAC Coordinator • Oversees LPAC procedures and documentation • Helps to determine appropriate instructional interventions and language assessment decisions • Signs paperwork regarding LPAC placement and assessment decisions as administrative representative

  18. LPAC Membership • LPAC Administrator Responsibilities(continued) • Discusses program options with parents • Meets with parents regarding waiver/denial decisions • Provides official school letterhead for parents who choose to waive/deny program • Must also sign and date waiver/denial letter as witness • The waiver/denial date must be included in the comments section of the LPAC minutes! • IMPORTANT: The LPAC Administrator is ultimately the one responsible for the LPAC Process. At no time should the LPAC Coordinator be left alone to carry out all LPAC responsibilities.

  19. LPAC Membership • LPAC Teacher 2 Responsibilities • Helps to determine appropriate instructional interventions and language assessment decisions • Signs paperwork regarding LPAC placement and assessment decisions as teacher representative

  20. LPAC Membership • LPAC ParentResponsibilities • Helps to determine appropriate instructional interventions and language assessment decisions • Signs paperwork regarding LPAC placement and assessment decisions as parent representative

  21. LPAC Membership • PEIMS Clerk & Scheduling Clerks • PEIMS Clerks and Scheduling Clerks are not LPAC members! • However: • They work closely with the LPAC to ensure that students are placed in the most appropriate academic settings • They collaborate with the LPAC to ensure that paperwork and PEIMS data is accurate and in compliance with state/federal rules

  22. LPAC Membership • PEIMS Clerk LPAC Responsibilities • Initial Registration Process • Provides Home Language Survey • Provide Academic Profile Sheet (APS) and ensures that the APS is completely filled out. • Provides Parent notification of Placement in Bilingual/ESL program • Schedules a meeting for parent and LPAC administrator for any parent that chooses not to place child in Bilingual/ESL program

  23. LPAC Membership • PEIMS Clerk LPAC Responsibilities(continued) • If new students come from a school in the State of Texas: • Contacts prior campus to ensure proper documentation is faxed to prove prior bilingual/ESL program participation Under §25.002, the prior district must provide the records not later than the 10th working day after the date a request for the records is received. • Notifies LPAC Coordinator of any new students • Communicates information regarding students’ prior program placement to help determine if student needs to be tested

  24. LPAC Membership • PEIMS Clerk LPAC Responsibilities(continued) • PEIMS Data Entry • After registration: • codes the Home Language of Student • After Initial Monthly LPAC Meeting: • codes LEP indicator • enters SELP Score • enters Terra Nova Score if applicable • codes placement (Bilingual/ESL) • codes Waiver/Denial date if applicable

  25. LPAC Membership • PEIMS Clerk LPAC Responsibilities(continued) • PEIMS Data Entry • After Student(s) Meet Exit Criteria • codes Exit Date (June) • removes LEP code after rollover • Removes parent permission code after rollover • Removes At Risk H Indicator

  26. LPAC Membership • Scheduling Clerk LPAC Responsibilities • If language other than English is on HLS and with Parental Approval: • Student is immediately scheduled into Bilingual/ESL classroom • If language other than English is on HLS and parent refuses services: • Student is scheduled into monolingual English program

  27. LPAC Membership Scheduling Clerk LPAC Responsibilities (continued) • If LPAC determines that student is not eligible for Bilingual/ESL program • Student needs to be scheduled into monolingual English program • Parent can choose to continue Bilingual services if there is room in classroom • TEA rule: 60% LEP, 40% non-LEP • Parent must write a parental permission letter on campus letterhead • IMPORTANT: Student who do not qualify for the program are coded non-LEP and campus does not receive funds. Even if they are scheduled into a Bilingual classroom • Students that do not qualify for Bilingual education may remain in a Bilingual classroom as long as the classroom is not filled to capacity as per state regulation.

  28. LPAC Training Dates Handout 3

  29. LPAC Parent Trainings

  30. LPAC Coding To clarify… • “LEP” is a status of identification for all English Language Learners (ELL’s) • PEIMS is an identification system used to report to the state • “ESL” or “Bilingual” is a program used to provide services required to serve eligible students

  31. LPAC Procedures • Overview: • Identification & Testing • Placement • Parental Notification/Consent • Academic Monitoring • TAKS Decision-Making • Annual Review (linguistic & academic progress)

  32. LPAC Procedures Identification • Home Language Survey (HLS) • If the HLS indicates a language other than English, testing must be initiated to determine English proficiency Handout 4

  33. LPAC Procedures Testing – Initial students whose HLS indicates a language other than Englishmust be tested • Grades PreK-12 students are identified LEP if their OLPT (SELP Social) score indicates limited English proficiency (level 1,2,3 OR Pre-Emergent, Emergent, Basic) • Grades PreK-1 students are identified LEP if their OLPT (SELP Social) score indicates limited English proficiency (level 1,2,3, 4 OR Pre-Emergent, Emergent, Basic, Intermediate) • In grades 2-12, if a student is identified as Intermediate (level 4) on the OLPT (SELP Social), the student must be administered the reading and LA component of the Terra Nova. If the student scores below the 40th percentile on the reading and/orlanguage arts sub-test of the Terra Nova the student is identified as LEP. • Grades Prek-12 students are identified as Non-LEP if their OLPT (SELP Social) score indicates Proficient (level 5).

  34. LPAC Procedures Testing – Socorro Guidelines Handout 5

  35. LPAC Procedures Testing (SELP/SSLP) • The person administering the oral language proficiency test must have documentation of training in the administration and scoring of the test AND must be proficient in the language of the test. • Training will be provided by the District and at the campus level.

  36. LPAC Procedures Placement: Permission • After the LPAC recommends placement for the LEP student, written parental permission must be obtained! • Remember the parent notification needs to be in both English and the native language of the parent! Handout 6

  37. LPAC Procedures Placement: Parental Rights • Parent notification includes information regarding the English proficiency level of the student and a description of the program as well as the benefits of the program. • These benefits are described on the parent notification form and supplemented through brochures or other publications in the community.

  38. LPAC Procedures Placement • Category 1 – • Bilingual placement in Grades K-6 • Category 2 – • ESL Placement in Grades K-6 (for languages other than Spanish) • ESL Placement for Grade 6 (for native Spanish speakers if no Bilingual program is available on campus) • ESL Placement for Grades 7-12

  39. LPAC Procedures Placement(Review/Placement Form) • Bilingual Education Program • English as a Second Language Program • Dual Language Program • English Program Handout 7

  40. LPAC Procedures Placement – Funding Allotment • Pending parent approval of a LEP student’s entry into the Bilingual/ESL program, the campus will place the student in the recommended program, but may count only LEP students with parental approval to receive the Bilingual/ESL education allotment.

  41. LPAC Procedures Parental Approval/Denial PEIMS Dates • The date that the parent notification form is signed is the date the student’s official PEIMS status becomes LEP (when they can be counted as LEP), regardless of permission or denial. • Waiver/Denial PEIMS Date must reflect the date on the parent letter (on campus letterhead) that is signed by the parent and LPAC Administrator or Principal. • Initial Placement PEIMS dates cannot be earlier than the date of the Initial Placement LPAC meeting date. • Transfer/Re-Entry PEIMS dates must reflect the students entry date when he/she entered classes on campus.

  42. LPAC Procedures Parental Denials **** FOR STUDENTS NEW TO SISD WHO HAVE NEVER PARTICIPATED IN THE BILINGUAL/ESL PROGRAM • The parent must meet with the LPAC Administrator (or Principal) to discuss the benefits of the Bilingual/ESL program. • If a parent denies placement in the program: • A letter must be hand-written on campus letterhead which states that the parent wishes for their child to be placed in a monolingual setting. The parent must provide justification for this decision • The letter must be signed and dated to reflect the date of the meeting • The LPAC Administrator/Principal must also sign and date the letter • Students whose parents deny services are identified in PEIMS as LEP with a parent “denial” until the student meets exit criteria. • The progress of the LEP student with a parent denial on file will be closely monitored every nine weeks for the first two years, after the denial letter is signed.

  43. LPAC Procedures Parental Waivers **** FOR SISD OR TRANSFER STUDENTS WHO HAVE ALREADY PARTICIPATED IN THE BILINGUAL/ESL PROGRAM • The parent must meet with the LPAC Administrator (or Principal) to discuss the benefits of the Bilingual/ESL program. • If a parent waives child from the program: • A letter must be hand-written on campus letterhead which states that the parent wishes for their child to be placed in a monolingual setting. The parent must provide justification for this decision • The letter must be signed and dated to reflect the date of the meeting • The LPAC Administrator/Principal must also sign and date the letter • Students whose parents waive services are identified in PEIMS as LEP with a parent “waiver” until the student meets exit criteria. • The progress of the LEP student with a parent waiver on file will be closely monitored every nine weeks for the first two years after the waiver letter is signed.

  44. LPAC Procedures Transfer Students(from Bilingual/ESL Programs in the State of Texas) • Students do not need to be tested if proper documentation is on file. • Documentation must be in blue folder from prior campus (LPAC minutes or PEIMS printout which demonstrates student was being served).

  45. LPAC Procedures • Re-Entry Students to SISD(Students who had participated in SISD’s Bilingual/ESL Program, left the district, and then return to SISD) • The LPAC only needs to complete placement forms and indicate that student is re-entering the Socorro ISD Bilingual/ESL Program. • All initial placement forms from when the student was first placed need to be on file. • If any paperwork from initial placement year is missing, they must be completed. • DO NOT TEST students who are re-entering the program!

  46. Transfer/Re-Entry Mandatory Documentation Part of the REVIEW/PLACEMENT FORM • HLS (signed when student first registered in Texas school) • Initial Placement OLPT Score/Data • Parent Notification of Placement • Initial Placement LPAC Form/PEIMS data which indicates LEP status and placement from sending district. Handout 7

  47. LPAC Procedures • Students who Withdraw from the campus • The LPAC must record in the minutes all Bilingual/ESL served students who withdraw (drop) from the campus. • It is important that the withdrawal date be included in the LPAC Minutes Form in the “Comments” section. • Please keep record of all LEP-served students who withdraw even if they are transferring to another campus in SISD. • No LPAC paperwork needs to be signed for students who withdraw.

  48. LPAC Procedures • Academic Monitoring: Immigrant Students • SISD Academic Profile Sheet (previously referred as Student History Worksheet)This form will tell you where the students have been in school; are they within the 3 yrs. Must be kept in the student’s Cumulative Folder and Blue Folder • Inadequate Foundation: Evidence of Inadequate Foundation of Learning Upon Initial Enrollment in U.S. Schools – This form will help you in determining if the student has an inadequate foundation of schooling. Please make sure you have adequate documentation that indicates that student is struggling.  THE MORE THE MERRIER!!! • Instructional Intervention forms must be completed (immigrant students only): Instructional Interventions For Students Who Entered U.S. Schools with an Inadequate Foundation of Learning – This form is to guide the teacher in determining what linguistic and academic skills need to be strengthened.   • Documentation of Insufficient Progress by Spring of 2008 – This form is to determine the need to exempt the student because s/he has not had sufficient time to develop the linguistic and academic skills required by the state (TEKS).   • Assessment Decision Record - This document is a summary of all that you have done for the student.   • Need to monitor progress for 3 years (immigrant students only) • TAKS Exemption Decision will take place in January based on the documented information Handout 8,9,10

  49. LPAC Procedures • Academic Monitoring: Monitor of Exited Students • need to monitor academic progress • LPAC must monitor students that are failing one or more core subjects and determine which services will be provided to attain the greatest acceleration and academic success. (Monitor of Exited/Reclassified Student Sheet every 9 weeks for 2 years) • If LPAC determines that student be reenrolled into the Bilingual Program • Parent Permission Required • Reclassified as LEP • Funding Restarts • All students must be monitored at the end of the year Handout 11-12

  50. LPAC/ARD Documentation Framework for Coordination and Collaboration of the ARD Committee and LPAC Handout 13

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