LANGUAGE PROFICIENCY ASSESSMENT COMMITTEE BOY TRAINING 2019 2020

LANGUAGE PROFICIENCY ASSESSMENT COMMITTEE BOY TRAINING 2019 -2020 Cynthia S. Cruz, Bilingual/ESL Director Laredo Independent School District 1

TELLING A STORY THROUGH DATA: LISD’S EL STUDENTS (54. 5%) LISD Student Population 2018 -2019 = 23, 644 of those 476 (0. 04%) are Recent Immigrants (born outside the U. S. and have been in U. S. schools 3 years or less) *Keep in mind, Recent Arrivals make up a different group (born in the U. S. , went to Mexico came back and have been in U. S. schools 3 years or less) 2

So what do we (LISD) do to address the needs of our EL students? As per 19 Texas Administrative Code (TAC) Chapter 89 Adaptations for Special Populations, Subchapter BB - Commissioner’s Rules concerning the state plan for educating English learners we offer - Bilingual/ESL Educational Programs Transitional Bilingual Early-Exit Program Model (Elementary) ESL Pull-Out Model (Secondary) 3

EQUAL EDUCATIONAL OPPORTUNITY To ensure equal educational opportunities, as required in the Texas Education Code (TEC), § 1. 002(a) and the TEC 29. 051, TAC Chapter 89 Subchapter BB 1201(a), policy states that a school district shall: 1. identify English learners based on criteria established by the state; 2. provide bilingual education and ESL programs, as integral parts of the general program as described in the TEC, § 4. 002; 3. seek appropriately certified teaching personnel to ensure that English learners are afforded full opportunity to master the essential knowledge and skills required by the state; and 4. assess achievement for essential knowledge and skills in accordance with the TEC, Chapter 29, to ensure accountability for English learners and the schools that serve them. 4 From: 19 TAC § 89. 1201; 1203(5)

FACILITIES • Bilingual education and ESL programs shall be located in the public schools of the school district with equitable access to all educational resources rather than in separate facilities. • In order to provide the required bilingual education or ESL programs, school districts may concentrate programs at a limited number of facilities within the school district. • Recent immigrant English learners shall not remain enrolled in newcomer centers for longer than two years. From: 19 TAC § 89. 1235 5

PURPOSE OF THE LPAC FRAMEWORK • The Framework for the Language Proficiency Assessment Committee (LPAC) process includes clarification of the legal requirements for the LPAC and provides documents and forms to be used for the implementation of the Bilingual/ESL program. 6

FRAMEWORK The LPAC Framework is organized into the following sections: • Introduction ü Establishment of the LPAC ü General English learner policies • Identification ü Procedures and assessment practices ü Decision-making for identification • Placement ü Parent notification and approval ü Establishment of Bilingual and ESL programs 7

FRAMEWORK • English Learner Services ü Bilingual and ESL program models ü Staffing and staff development • Review and Reclassification ü Ongoing and annual review ü Reclassification and exit • Monitoring and Evaluation ü Monitoring of reclassified English learners ü Program evaluation 8

AGENDA • Introduction • Identification • Placement • English Learner Services • Review and Reclassification • Monitoring and Evaluation 9

19 TAC CHAPTER 89 19 Texas Administrative Code (TAC) Chapter 89 Adaptations for Special Populations, Subchapter BB, (adopted July 15, 2018) The Commissioner’s Rules concerning the state plan for educating English learners (ELs) 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). 10

LPAC POLICY AND TRAINING • School districts shall by local board policy establish and operate a language proficiency assessment committee. The school district shall have on file policy and procedures for the selection, appointment, and training of members of the language proficiency assessment committee(s). 12 **Each individual campus must establish and operate an LPAC. **Train a sufficient number of parents to meet your needs. From: 19 TAC § 89. 1220 (a); § 89. 1205(e)

LPAC MEMBERSHIP • The LPAC shall include: ü an appropriately certified bilingual educator (for students served through BE program), and/or an appropriately certified ESL educator (for students served through an ESL program), ü a parent of an English learner participating in a bilingual or ESL program, and ü a campus administrator in accordance with the Texas Education Code (TEC), § 29. 063 (Function 23) • In addition to the three required members of the LPAC, the school district may add other trained members to the committee. • No parent serving on the LPAC shall be an employee of the school district. 13 Not even if they work as contract services or third parties (paid with a district check). From: 19 TAC § 89. 1220(b)-(d); § 89. 1203(2); TEC § 29. 063

All members must be present during LPAC meetings!! 14 From: 19 TAC § 89. 1220(b); TEC§ 29. 063

LPAC REQUIREMENTS • Send out the LPAC Parent Membership Request Letter(s) to recruit parents to serve on your campus LPAC Committee. Turn in signed copies of the letter(s) pertaining to those parents that will serve on your campus committee to the Bilingual/ESL Department and maintain the original in your LPAC Binder. • It may be necessary to recruit/train more than one parent to be able to cover the number of LPAC meetings for a year. 15

LPAC REQUIREMENTS • Complete FORM 802 -001 identifying your full LPAC committee and turn in a copy to the Bilingual/ESL Department and maintain the original in the LPAC Binder. • ALL LPAC members MUST be trained annually by the Bilingual/ESL Department staff. • If the parent’s primary language is other than English, the trainings and meetings shall be conducted in the parent’s primary language or via interpreter, as needed. • FORM 802 -001 is also used as a sign in sheet for each individual meeting held by the LPAC committee. 16

LPAC REQUIREMENTS • All members of the LPAC, including parents, shall be acting for the school district and shall observe all laws and rules governing confidentiality of information concerning individual students. • Each LPAC member must fill out and sign an Affidavit of Confidentiality, Form 802 -002 • Turn in a copy of each member’s form to the Bilingual/ESL Department (with September minutes) and maintain the original in the LPAC Binder. 17

LPAC REQUIREMENTS Upon their initial enrollment and at the end of each school year, the language proficiency assessment committee shall review all pertinent information on all English learners identified in accordance with § 89. 1226(f) 1. designate the language proficiency level of each English learner in accordance with the guidelines issued pursuant to § 89. 1226(b)-(f); 2. designate the level of academic achievement of each English learner; 18 From: 19 TAC § 89. 1220(g)

LPAC REQUIREMENTS 3. designate, subject to parental approval, the initial instructional placement of each English learner in the required program; 4. facilitate the participation of English learners in other special programs for which they are eligible while ensuring full access to the language program services required under the TEC, § 29. 053; and 5. reclassify students, at the end of the school year only, as English proficient in accordance with the criteria described in § 89. 1226(i) 19 From: 19 TAC § 89. 1220(g)

REQUIRED LPAC MEETINGS • Within four calendar weeks of the initial enrollment, for identification and/or review • Prior to state assessments, for determination of appropriate assessments and designated supports • At the end of the year, for annual review and for the following year’s placement decisions • As needed, to discuss student progress 20 From: 19 TAC § 89. 1220(g)(i)

LPAC - REQUIRED ENGLISH LEARNER DOCUMENTATION The student’s permanent record shall contain documentation (paper or electronic) of all actions impacting the English learner. All LPAC records must be maintained for five years after reclassification and two years of monitoring for state requirement Documentation shall include: q the identification of the student as an English learner; q the designation of the student’s level of language proficiency; q the recommendation of program placement; q parent approval of entry or placement into the program; q the dates of entry into, and placement within, the program; q assessment information; q additional instructional interventions provided to address the specific language needs of the student; q the date of exit from the program and parental approval; q the results of monitoring for academic success, including students formerly classified as English learners; and q the home language survey. 21 From: 19 TAC § 89. 1220 (l)

LPAC REQUIREMENTS: COORDINATION OF SERVICES • The LPAC may also recommend other programs or services offered through the school district. • The LPAC is also responsible for facilitating student participation in other special programs (Advanced Academics/Gifted and Talented, Special Education, Career and Technical Education, Dyslexia, etc…). 22 From: 19 TAC § 89. 1220(g)(4)

ARD/LPAC COLLABORATION • For English learners with identified special needs: ü LPAC shall meet in conjunction with the Admission, Review Dismissal (ARD) committee members to review and provide recommendations with regard to the educational needs of the dual-identified student. ü Decision-making must be based on the input of members of the LPAC and the ARD committee who are directly familiar with the student’s language needs and abilities in the classroom setting. 23 From: 19 TAC § 89. 1230

AGENDA • Introduction • Identification • Placement • English Learner Services • Review and Reclassification • Monitoring and Evaluation 24

TIMELINE • The campus/charter school has, within four calendar weeks of initial enrollment, to complete the testing and convene as an LPAC to determine the English learner status of each student. *Initial entries on August 12 th must be identified by September 6 th 25 From: 19 TAC § 89. 1220(e)

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HOME LANGUAGE SURVEY (HLS) • The HLS shall be administered in English and the primary language whenever possible. The HLS contains the following questions. 1. What language is spoken in the child’s home most of the time? 2. What language does the child speak most of the time? • If the response to question 1 and/or 2 on the HLS Form 802 -003 a/b indicates that a language other than English is used, the student shall be tested in accordance with § 89. 1226 (relating to Testing and Classification of Students)*. 27 *Parental permission for language proficiency testing is not required. From: 19 TAC § 89. 1215(b)(c)

Step 1: Home Language Survey (HLS) Only one HLS is required upon initial entry to a district. All Students (including EEs) Home Language Survey *If answered English to both questions = e s Purpo English Proficient (EP) (process stops HLS goes in RED Folder with the appropriate label. ) *If answered Spanish or any other language to either question proceed with OLPT 28 testing. From: 19 TAC § 89. 1215(b)(c)

CHANGES TO HLS • Parents may request a correction on the HLS ONLY if 1. the child has not yet been assessed for English proficiency; and 2. corrections are made within two calendar week of the child’s enrollment data. *You must contact the Bilingual Department if a parent is requesting to make a change on the Home Language Survey. 29

Step 2: TESTING AND CLASSIFICATION For identifying English learners, school districts shall administer to each student who has a language other than English identified on the Home Language Survey: 1) In prekindergarten through Grade 1 (EE, PK 3, PK 4, Kinder 1 st), the listening and speaking components of the state-approved English language proficiency test for identification; and 2) In Grades 2 -12, the listening, speaking, reading and writing components of the state-approved English language proficiency test for identification. *A norm-referenced standardized achievement test will no longer be 30 administered for initial identification of EL students. From: 19 TAC § 89. 1226 (c)

TESTING ADMINISTRATOR • All of the language proficiency testing shall be administered by professionals or paraprofessionals who are proficient in the language of the test and trained in the language proficiency testing requirements of the test publisher. (All testers must complete the DRC training/calibration and obtain a certificate before testing students. ) • The LPAC, not the test administrator, must meet and review assessment results to determine English learner status. • REMINDER: The LPAC makes the final determination based on factors in accordance with TEC, § 29. 056(c) for the identification of an English learner. 32 From: 19 TAC § 89. 1226(e)

DETERMINING ELIGIBILITY IN PRE-K AND 1 ST GRADE For students in prekindergarten through Grade 1 • the student’s score from the listening and speaking components on the state -approved English language proficiency test for identification is below the level designated for indicating English proficiency. Levels 1 -3 in L/S = EL **This includes students with disabilities. School districts that provide a bilingual education program at the elementary grades shall administer the oral language proficiency test in the primary language (Spanish) of the student who is eligible to be served in the bilingual education program. **Spanish results do not impact identification, only instruction. At any grade level, a student shall be identified as an English learner if the 33 student’s ability in English is so limited that the English language proficiency assessment cannot be administered. From: 19 TAC § 89. 1226(d)(f)(1)

PREKINDERGARTEN ENROLLMENT Children enrolling in a prekindergarten (PK) program • Children ages 3 and 4 must meet established eligibility criteria in order to enroll in a PK program. • 3 to 4 year olds may be identified as eligible for PK services beginning on April 1 (at the time of the PK Round-Up) of the school year prior to enrollment up to the time of enrollment. • Identification as an English leaner (EL), following state process for identification, is one way a child demonstrates eligibility for PK. 34

PREKINDERGARTEN AND EARLY EDUCATION (EE) ENROLLMENT Children with identified special needs enrolling in school at age 3 or 4 – • • • These children are eligible for program services through special education due to disability. Within four calendar weeks of initial enrollment, the LPAC completes the state process for EL identification as necessary and meets with the ARD committee to determine EL identification and appropriate programming placement to ensure both special education and language program services. English learners qualify for prekindergarten (PK); however, ELs may be coded as Early Education (EE) based on special education services in conjunction with their language program services. P inc K lud EE es 35

DETERMINING ELIGIBILITY IN GRADES 2 -12 For students in Grades 2 -12 • the student’s score on the listening, speaking, reading and writing components on the state-approved English language proficiency test for identification is below the level designated for indicating English proficiency. Levels 1 -3 in either L/S/R/W = EL **This includes students with disabilities. School districts that provide a bilingual education program at the elementary grades shall administer the oral language proficiency test in the primary language of the student who is eligible to be served in the bilingual education program. **Spanish results do not impact identification, only instruction. At any grade level, a student shall be identified as an English learner if the student’s ability in English is so limited that the English language proficiency 36 assessment cannot be administered. From: 19 TAC § 89. 1226(f)(2)(g)

STUDENTS TRANSFERRING FROM WITHIN TEXAS For students previously enrolled in a Texas public school: • The receiving district shall: ü request and secure the student records, including the home language survey and all LPAC documentation. ü make multiple attempts to obtain the student’s home language survey and other LPAC documentation. ü document in writing all attempts to contact the sending district to request records. 37 From: 19 TAC § 89. 1215(d)

STUDENTS TRANSFERRING FROM WITHIN TEXAS Once LPAC documentation has been received from the previous Texas district, ü Determine if evidence indicates that the student was previously identified as an English learner in Texas. ü If the student was previously identified as an English learner in Texas, the district does not proceed with a new identification process. The receiving district, § honors the original identification as an English learner, § documents the evidence found in the LPAC paperwork, § provides the continuation of services (bilingual or ESL), and § communicates continuation of services with the parent or guardian 38 NEW!! DO NOT administer a new HLS, even if original is not received. Call the Bilingual office for assistance. From: 19 TAC § 89. 1215(d)

STUDENTS TRANSFERRING FROM OUTSIDE OF TEXAS If the student transfers from a school outside of Texas the school district shall do the following: ü Review any documentation brought in by the student. ü Determine if evidence indicates that the student was previously enrolled in a Texas school. § If evidence indicates the student was identified as an English learner in Texas, follow procedures as for a student transferring from within Texas (student continues to be coded EL until meeting Texas reclassification criteria). § If there is no evidence that the student was identified as an English learner in Texas, proceed with the Texas identification process, including administration of the HLS for identification, as outlined for 39 students new to Texas public schools who have never been enrolled previously.

DUAL-IDENTIFIED STUDENTS When identifying an English learner who is also served through special education: • the state’s established process for identification is followed. • an attempt to assess the child for language proficiency must be made and documented. 40 From: 19 TAC § 89. 1230(b)

DUAL-IDENTIFIED STUDENTS When identifying an English learner who is also served through special education, the LPAC in conjunction with the ARD committee shall: • Implement assessment procedures that differentiate between language proficiency and disabling conditions. • Identify the student as an English learner if the student’s ability in English is so limited or the student’s disabilities are so severe that the English language proficiency assessment cannot be administered. 41 From: 19 TAC § 89. 1230(b)

INFORMATION REGARDING PREVIOUS SCHOOLING Information regarding previous schooling is VERY IMPORTANT, Form (802 -022 a). **Please note that no matter how long a student has been outside of our schools (out of state/out of the country) we DO NOT begin the identification process again. We honor what the child was previously identified as in our district or another district in Texas.

AGENDA • Introduction • Identification • Placement • English Learner Services • Review and Reclassification • Monitoring and Evaluation 43

STEP 3: LPAC REVIEW • Fill out all necessary information on the “yellow card” prior to LPACing - Form 802 -006 a/b • At initial entry, fill out all of the top section ONLY. • All information is important. Initial LPAC date/PEIMS date, etc… must be documented on the card. 44

PARENT RIGHTS AND RESPONSIBILITIES: NOTIFICATION • The parent or legal guardian shall be notified in their primary language and English of the following: ü Their child’s classification as an English learner. ü The recommendation for placement of their child in the required bilingual education or English as a second language (ESL) program. ü The purpose, content, and benefits to the student of the recommended bilingual/ESL program. ü The fact that the recommended bilingual/ESL program is an integral part of the general school program. 45 From: 19 TAC § 89. 1240(a)

STEP 4: LETTER TO PARENTS PARENTAL RIGHTS AND RESPONSIBILITIES APPROVAL The parent or legal guardian shall: ü receive written notice of the student’s classification as an English learner and the LPAC request for approval of placement of their child in the recommended bilingual education or ESL program not later than the 10 th calendar day after the date of the student’s classification. ü Provide written approval or denial of placement of their child in the recommended program services. Form 802 -007 a/b (Elementary) 802 -008 a/b (Secondary) MUST be signed AND dated by the PARENT. The date the parent signs the letter is the official entry date into the program. From: 19 TAC § 89. 1220(A)

PARENTAL DENIAL • It is required that the LPAC Chairperson (and principal) conference with the student’s parent(s)(on a yearly basis)to review the benefits of participation in the Bilingual/ESL Program, instructional aspects, and assessment implications. • Appropriate documentation must be completed and kept on file in the LPAC Binder, LEP Folder and submitted to the Bilingual Department (802 -009 a) – (with October minutes). 48

PARENTAL DENIAL • In cases where a parent denies placement in bilingual education or ESL, the student: ü is identified in PEIMS as an English learner with a parent denial (C), and remains classified as an English leaner until the student meets reclassification criteria. ü participates in the annual TELPAS assessment until the student meets reclassification criteria. • It is the responsibility of the LPAC to monitor the progress of all English learners, including those whose parents have denied program services. 49

DUAL IDENTIFIED STUDENTS When recommending program services for an English learner who is also served through special education, the LPAC in conjunction with the ARD committee shall: • establish placement procedures that ensure that placement in a bilingual education or ESL program is not refused solely because a student has a disability. • facilitate student participation in other special programs (Advanced Academics/Gifted and Talented, Special Education, Career and Technical Education, Dyslexia, etc…) while ensuring full access to the language program. 51 From: 19 TAC § 89. 1230 (b) 19 TAC § 89. 1220 (g)(4)

STEP 5: LPAC DOCUMENTATION • Use Form 802 -004 a to list names of students to be enrolled in the Bilingual/ESL Program (new entries) • Use this form to double check Report ST 211 52

STEP 5: LPAC DOCUMENTATION • Use Form 802 -004 b to document Parent Denials 53

AGENDA • Introduction • Identification • Placement • English Learner Services • Review and Reclassification • Monitoring and Evaluation 54

REQUIRED BILINGUAL EDUCATION PROGRAM • Each school district that has an enrollment of 20 or more English learners in any language classification in the same grade level district-wide shall offer a bilingual education program as described in Chapter 89 for prekindergarten through the elementary grades who speak that language. • “Elementary grades” shall include at least prekindergarten through grade 5; sixth grade shall be included when clustered with elementary grades. 55 From: 19 TAC § 89. 1205(a)

REQUIRED ESL PROGRAM All English learners for whom a school district is not required to offer a bilingual education program shall be provided and ESL program as described in Chapter 89 regardless of the students’ grade levels and primary language, and regardless of the number of such students. 56 From: 19 TAC § 89. 1205(c)

ENGLISH LEARNER SERVICES • Bilingual education and ESL programs shall be integral parts of the total school program. • Such programs shall use instructional approaches designed to meet the specific language needs of English learners. The basic curriculum content of the programs shall be based on the Texas Essential Knowledge and Skills (TEKS) and the English language proficiency standards (ELPS) required by the state. 57 From: 19 TAC § 89. 1201(d); 12. 03(6)

BILINGUAL EDUCATION DEFINITION A bilingual education program of instruction established by a school district shall be a full-time program of dual-language instruction (English and primary language -Spanish) that provides for learning basic skills in the primary language of the students enrolled in the program and for carefully structured and sequenced mastery of English language skills under TEC § 29. 055(a). 58 From: 19 TAC § 89. 1210(a)(1); 12. 03(4)

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BILINGUAL EDUCATION PROGRAM MODELS The bilingual education program shall be implemented through at least one of the following program models: Ø Ø Transitional bilingual/early exit Transitional bilingual/late exit Dual language immersion/one-way Dual language immersion/two-way 60 From: 19 TAC § 89. 1210(c)

ESL PROGRAM DEFINITION An ESL program of instruction established by a school district shall be a program of intensive instruction in English in which ESL teachers recognize and address language differences in accordance with TEC § 29. 055(a). 63 From: 19 TAC § 89. 1210(a)(2)

ESL PROGRAM MODELS The ESL program shall be implemented through one of the following program models: Ø ESL/content-based Ø ESL/pull-out 64 From: 19 TAC § 89. 1210 (d)

67 LISD

DUAL IDENTIFIED STUDENTS As an English leaner with special needs is served through both special education and language programs, the district shall: • facilitate that support is provided within the language program to ensure access to the content of the student’s Individualized Educational Program (IEP) goals. • Ensure that special educators who serve English learners in a self-contained setting are appropriately certified in bilingual education or ESL, in addition to certification in special education. 68

STAFFING • School districts shall take all reasonable affirmative steps to assign appropriately certified teachers to the required bilingual education and ESL programs in accordance with TEC, § 29. 061. • School districts that are unable to employ a sufficient number of teachers, who meet the certification requirement for bilingual education and ESL programs as provided in § 89. 1207(a) shall apply on or before November 1 for an exception to the bilingual education program or a waiver of the certification requirements in the ESL program as provided in § 89. 1207(b). • The approval of a bilingual exception or an ESL waiver shall be valid only during the school year for which it was granted. 69 19 TAC § 89. 1245(a)(1)(b)

BE EXCEPTION AND ESL WAIVER: ASSURANCES Requests for BE exceptions/ESL waivers shall include an assurance that: TAC § 89. 1207(a)(1)(c-g) and (b)(1)(c-g) 19 (C) appropriately certified teacher available in the school district will be assigned to grade levels beginning at prekindergarten followed successively by subsequent grade levels to ensure that the linguistic needs of the English learners with beginning levels of English proficiency are served on a priority basis; (D)the school district will implement a comprehensive professional development plan that: i. is ongoing and targets the development of the knowledge, skills, and competencies needed to serve the needs of English learners; ii. includes the not appropriately and non-certified teachers that are assigned to 70 implement the proposed alternative program; and iii. may include additional teachers who work with English learners;

BE EXCEPTION AND ESL WAIVER: ASSURANCES (E) at least 10% of the bilingual education allotment shall be used to fund the comprehensive professional development plan required; (F) the school district will take action to ensure that the program required under § 89. 1205(a) will be provided the subsequent year, including its plans for recruiting an adequate number of certified teachers to eliminate the need for subsequent exceptions and waivers; and (G) the school district shall satisfy the additional reporting requirements described in § 89. 1265(c) (relating to Evaluation). 71 From: 19 TAC § 89. 1207(a)(1)(c-g)

STAFF DEVELOPMENT 19 TAC § 89. 1245(e)(f) (e) The commissioner of education shall encourage school districts to cooperate with colleges and universities to provide training for teachers assigned to the bilingual education and/or ESL programs. (f) The Texas Education Agency shall develop, in collaboration with education service centers, resources for implementing bilingual education and ESL training programs. The materials shall provide a framework for: 1) developmentally appropriate bilingual education programs for early childhood through the elementary grades; 2) affectively, linguistically, and cognitively appropriate instruction in bilingual education and ESL programs; 3) developmentally appropriate programs for English learners identified as 72 gifted and talented and English learners with disabilities.

REQUIRED SUMMER SCHOOL PROGRAMS • The district shall ensure summer school programs that are provided under the TEC § 29. 060, for English learners who will be eligible for admission to kindergarten or Grade 1 at the beginning of the next school year are implemented. • A parent or guardian must have approved placement of the English learner in the required bilingual or ESL program. • If a PK – K student is identified EL and does not meet any other criteria: economically disadvantaged, parents in the military, homeless, etc. and the parent denies the bilingual program (services) and the only summer school program available is a bilingual education program, then the student will not be eligible to attend. 73 From: 19 TAC § 89. 1250(2)(ii)

AGENDA • Introduction • Identification • Placement • English Learner Services • Review and Reclassification • Monitoring and Evaluation 74

ONGOING MONITORING 75

ONGOING MONITORING OF ENGLISH LEARNERS For English learners participating in a program and those with parent denial, the LPAC • monitors the progress of academic and language proficiency, and • ensures participation in TELPAS (listening, speaking, reading and writing) until reclassification as an English proficient student. 77

DEVELOPMENT OF A PLAN FOR SUCCESS FOR CONTINUING LEP STUDENTS (INTERVENTION PLAN) **REQUIRED: Create a personalized ELPS plan – (using the ELPS Flipbook and the appropriate form) • Plan for all continuing EL students 1 st-12 th grade • Implement the plan – monitor the effectiveness of the plan • Update/adjust the plan (MOY and EOY) to better meet the EL student’s needs Responsibility of the LPAC (with teacher input) 78

Campus: _________ Content Area: ______ ID# _________________ Other: _____________________________ Teacher’s Signature _________ Other: _______________ Teacher’s Signature _________ 79

STATE ASSESSMENT DECISION MAKING (MOY) 80

STATE ASSESSMENTS: LPAC DECISION-MAKING Close to the time of testing administration of the state criterionreferenced test (STAAR) each year, the language proficiency assessment committee shall: • determine the appropriate assessment option for each English learner. • make designated support decisions based on ü an individual student’s particular needs for second language acquisition support, and ü Whether the student routinely, independently, and effectively uses the designated support in instruction and classroom testing. 81 From: 19 TAC § 89. 1220(i)

ENGLISH LEARNER RECLASSIFICATION CHART 83

STATE ASSESSMENTS: LPAC DECISION-MAKING • For English learners with parental denial of services, the LPAC shall not: ü designate supports for STAAR assessment § no testing in Spanish § no English I special provisions § no unschooled asylee/refugee provisions • For TELPAS assessments, all English learners are assessed, regardless of whether parents have denied bilingual education or ESL program services. 84

ALTERNATE ENGLISH LANGUAGE PROFICIENCY ASSESSMENT 34 CFR § 200. 6(h)(5) requires that a state administer an alternate ELP assessment for English learners with the most significant cognitive disabilities who cannot participate in the ELP assessment, even with appropriate accommodations. Texas developed the TELPAS Alternate, a holistic inventory that assesses English language proficiency to ü satisfy the alternate ELP assessment requirement for students with the most significant cognitive disabilities AND ü reduce exemptions from specific language domains on TELPAS

LPAC DECISION-MAKING FOR DUAL IDENTIFIED STUDENTS • 19 TAC Chapter 101 of the TAC requires the LPAC to work in conjunction with the ARD Committee to make assessment decisions for these students. • The collaboration helps ensure that factors related to a student’s disability and second language acquisition are both carefully considered. 86

LPAC DECISION-MAKING FOR ENGLISH LEARNERS WITH DISABILITIES • The LPAC is responsible for making designated supports decisions for the STAAR program in conjunction with the student’s ARD, Section 504, MTSS or other applicable committee q Designated supports decisions related to the student’s particular needs for second language acquisition support. q Designated supports decisions related to the student’s disability. • Those committees should become familiar with all the information on the TEA Accommodations Resources webpage. • Designated supports decisions for STAAR are to be made by the LPAC in accordance with policies and procedures in the following: ü 2019 -2020 STAAR Decision-Making Guide for LPACs ü Accessibility Policy Documents 87

ANNUAL REVIEW (EOY) 88

LPAC ANNUAL REVIEW • At the end of the year, the LPAC reviews every English learner identified on PEIMS Ø being served in a bilingual or ESL program; Ø with a parent denial; and Ø who has been reclassified as an English proficient student and is in his or her first (F/M 1) or second (S/M 2) year of monitoring. For each English learner, the LPAC reviews the progress of academic and language proficiency, determines if reclassification criteria has been met, and notifies the parent of progress and reclassification/exit, 89 as applicable.

RECLASSIFICATION OF ENGLISH LEARNERS For exit from a bilingual education or ESL program, a student may be classified as English proficient only at the end of the school year in which a student would be able to participate equally in a general education, all-English instructional program. This determination shall be based upon all of the following: 1) a proficiency rating on the state-approved English language proficiency test for exit that is designated for indicating English proficiency in each of the four language domains (listening, speaking, reading and writing). 2) Passing standard met on the reading assessment instrument under the TEC § 39. 023(a), or for students at grade levels not assessed by the aforementioned reading assessment instrument, a score at or above the 40 th percentile on both the English reading and the English language arts sections of the state-approved norm-referenced standardized achievement instrument, and 90 3) the results of a subjective teacher evaluation using the state’s From: 19 TAC § 89. 1226(i) standardized rubric

RECLASSIFICATION OF ENGLISH LEARNERS SUBJECTIVE TEACHER EVALUATION To meet ESSA Title III, Part A requirements as described in the ESSA State Plan for a standardized, statewide exit criteria the English learner Reclassification Rubric is utilized for the Subjective Teacher Evaluation portion of the reclassification criteria. 91

ENGLISH LEARNER RECLASSIFICATION RUBRIC R rm o F ed r i u eq 92

ENGLISH LEARNER RECLASSIFICATION CHART 93

RECLASSIFICATION OF ENGLISH LEARNERS A student may not be reclassified as an English learner/exited from the bilingual education or ESL program in prekindergarten and kindergarten. An annual review is still conducted by the LPAC for these students in order to assess and document progress. A school district must ensure that English learners are prepared to meet academic standards required by the TEC, § 28. 0211. 94 From: 19 TAC § 89. 1226(j)

RECLASSIFICATION OF ENGLISH LEARNERS WITH SPECIAL EDUCATION SERVICES • For English learners who are also eligible for special education services, the district assures that: ü decisions regarding reclassification as English proficient are made by the LPAC in conjunction with the ARD committee, implementing assessment procedures that differentiate between language proficiency and disabling conditions; and ü the standardized process for English learner reclassification is followed, EXCEPT in cases where the student has a significant cognitive disability. 95 From: 19 TAC § 89. 1226(l)

RECLASSIFICATION OF ENGLISH LEARNERS WITH SIGNIFICANT COGNITIVE DISABILITIES • For English learners with significant cognitive disabilities, the LPAC in conjunction with the ARD committee shall meet and may: ü determine that the state’s English language proficiency assessment for reclassification is not appropriate because of the nature of the student’s disabling condition. ü may recommend that the student take the state’s alternate English proficiency assessment (TELPAS Alt. ) and shall determine an appropriate performance standard requirement for reclassification by language domain. 96 From: 19 TAC § 89. 1226(l)

RECLASSIFYING EL STUDENTS WITH DISABILITIES To be completed in the FALL 97

PARENT NOTIFICATION AND APPROVAL • The school district shall: ü give written notification (Form 802 -018 a/b) to the student’s parent or legal guardian that their child has met all criteria to be reclassified as English proficient; ü share the LPAC’s recommendation for program exit or for continued participation in the program; ü acquire written parental approval as appropriate, for exit from the bilingual education or ESL program, and as required under 98 TEC, § 29. 056(a). From: 19 TAC § 89. 1240 (b)

AGENDA • Introduction • Identification • Placement • English Learner Services • Review and Reclassification • Monitoring and Evaluation 100

MONITORING AFTER RECLASSIFICATION 101

PARENT NOTIFICATION AND APPROVAL • The LPAC shall monitor the academic progress of each student who has met criteria for reclassification in accordance with TEC, § 29. 056(g) for the first two years after reclassification. • Monitoring for the first two years after reclassification includes students who have a parent denial. • PEIMS codes F (first year) and S (second year) – state requirement. 102 From: 19 TAC § 89. 1220(k)

LPAC DOCUMENTATION M 1/M 2 Students • Use Form 802 -019 a & b to monitor performance after Reclassification/Exit (M 1 and M 2 students) • Assigned LPAC member completes page 1 only if no failing scores on Report Card • Entire LPAC completes both pages if student received one failing grade or a corrective disciplinary action 104

MONITOR YEAR (3) AND (4) STUDENTS • The LPACs sole responsibility for students in monitoring years 3 and 4 is to coordinate with PEIMS to ensure that students are coded appropriately. • The LPAC does not monitor academic progress of students in monitoring years 3 and 4. • ESSA requires this data collection for accountability purposes only. • This is a federal requirement. 105 ESSA Section 3121(a)(5)

DISTRICT REQUIREMENTS 106

PROGRAM EVALUATION • All school districts required to conduct a bilingual education or ESL program shall conduct an annual evaluation in accordance with TEC, § 29. 053, collecting a full range of data to determine program effectiveness to ensure student academic success. • The annual evaluation report/information shall be reported to the board of trustees before November 1 of each year and the report shall be retained at the school district level in accordance with TEC, § 29. 062. 107 From: 19 TAC § 89. 1265(a)

PROGRAM EVALUATION PROGRESS REPORTS The school district shall also report to parents the progress of their child as a result of participation in the program offered to ELs in English and the home language at least annually. Send out progress reports no later than September 20 th and submit confirmation to the Bilingual Department no later than October 4 th. **make copies before sending the forms out – in the case you don’t get the signed copy back you have something to file. t– u o. d ille rms f on k fo i t n a a l m r b o f d in sen h t Wi not do 110

LPAC MONTHLY MEETING DOCUMENTATION • Use Form 802 - 014 c to document in detail any and all LPAC activity monthly minutes (use one form per meeting held) • Indicate action taken • If no action is taken during a particular month, LPAC Administrator must sign, date and write in “NO ACTION TAKEN” 111

LPAC MONTHLY MEETING DOCUMENTATION • • • Use Form 802 -014 b to keep track of LEP Count Leave September count throughout the year LEP count should match Report ST 211 once withdrawals are removed Keep a copy of withdrawal forms (keep a log) Keep track of transfers (keep a log) Submit documentation by specified date - signature required on documents

lace n nti e Id t men io cat P fi e Ass Pro ces com mo dat ion s Lang u Instr age of uctio n t en m s s Ac LPAC Monitoring sin g ing t i x E 113

REMEMBER OUR GOAL! **EL students should progress at least one language proficiency level per year – reach the Advanced High level. We must place a greater emphasis on L, S, R, W in English in every classroom, everyday in order to accomplish this. **Within four to five years of being in the Bilingual/ESL Program EL students should meet reclassification criteria 114 EXIT the program - and be successful in all English instruction.

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Graduation STAAR Advanced High Advanced k n a h T ! ! u o Y Intermediate Beginner 117 TELPAS