Language Proficiency Biliteracy Cultural Diversity LPAC End of
Language Proficiency, Biliteracy & Cultural Diversity LPAC End of Year Training of Trainers Region One Education Service Center April 24, 2015 © 2014, Region One Education Service Center Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity End of Year LPAC Training Goal To provide training and support for trainers to train LPAC members on procedures, including the annual exit review, reclassification of exited students, progress monitoring, and parent notification. © 2014, Region One Education Service Center 2 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity Language Proficiency Assessment Committee Responsibilities Identification of ELLs Assessment and Documentation Review Placement Recommend Instructional Methodology/Interventions Determine assessment and linguistic accommodations Parent Approval Annual Review of Progress Exiting/Reclassification Monitoring M 1 s & M 2 s © 2014, Region One Education Service Center 3 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity Key Agenda Items • LPAC Policy & Training for members & documentation requirements • LPAC Responsibilities Focused on the End of Year Functions of the LPAC • State Criteria for exiting the program- Refer to the Texas Education Agency’s 2014 -2015 Exit Criteria Chart © 2014, Region One Education Service Center 4 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity LPAC Decisions �Following LPAC procedures according to state policy guidelines �Making decisions--individual student basis �Working as a committee--to make decisions �Maintaining required documentation © 2014, Region One Education Service Center 5 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity Why is team decision making important? • https: //www. youtube. com/watch? v=j_Fr. Pu URfag © 2014, Region One Education Service Center 6 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity Acronyms • • OLPT – Oral Language Proficiency Test ELL – English Language Learner LEP – Limited English Proficient ESL – English as a Second Language (program) © 2014, Region One Education Service Center 7 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity Definitions of Key Terms • Monitoring – Reviewing progress and performance of ELLs in their intensive language instruction program, as well as the determination for exit and follow up of students as they transition into an all-English program • Parent Denials – Documentation of a parent’s right to denial of Bilingual/ESL services from the LEA for their son or daughter. © 2014, Region One Education Service Center 8 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity Review every student identified as Limited English Proficient • Review all served ELLs, including Parent Denials – Academic Achievement – Language Proficiency – Determine Eligibility to Exit • Review Monitored students (M 1, M 2) (for 2 years) © 2014, Region One Education Service Center 9 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity Annual Exit Review At the end of the school year, a district or charter system may transfer (exit, reclassify, transition) a LEP student out of a bilingual or ESL education program for the first time or a subsequent time if the student is able to participate equally in a regular all-English instructional program as determined by satisfactory performance in all three assessment areas on the Exit Criteria Chart and the results of a subjective teacher evaluation. TEA, 2014 -2015 Exit Criteria Chart © 2014, Region One Education Service Center 10 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity State Policy Guidelines http: //tea. texas. gov/bilingual/esl/education/ © 2014, Region One Education Service Center 11 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity § 89. 1225. Testing and Classification of Students Handout (h) For exit from a bilingual education or English as a second language program, a student may be classified as English proficient 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: © 2014, Region One Education Service Center 12 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity § 89. 1225. Testing and Classification of Students Handout 1. TEA-approved tests that measure the extent to which the student has developed oral and written language proficiency and specific language skills in English; 2. Satisfactory performance on the reading assessment instrument under the Texas Education Code (TEC), § 39. 023(a), or a TEA -approved English language arts assessment instrument administered © 2014, Region One Education Service Center 13 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity § 89. 1225. Testing and Classification of Students Handout in English, or a score at or above the 40 th percentile on both the English reading and the English language arts sections of a TEA-approved normreferenced standardized achievement instrument for a student who is enrolled in Grade 1 or 2; and © 2014, Region One Education Service Center 14 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity § 89. 1225. Testing and Classification of Students Handout 3. TEA-approved criterion-referenced written tests when available, or other TEAapproved tests when criterion-referenced tests are not available, and the results of a subjective teacher evaluation. © 2014, Region One Education Service Center 15 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity § 89. 1225. Testing and Classification of Students Handout (i) A student may not be exited from the bilingual education or English as a second language program in prekindergarten or kindergarten. A school district must ensure that English language learners are prepared to meet academic standards required by the TEC, § 28. 0211. © 2014, Region One Education Service Center 16 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity Norm Referenced Assessments • Norm-referenced Test - standardized tests that are designed to compare and rank test takers in relation to one another. Normreferenced tests report whether test takers performed better or worse than the average test-taker. • Norm-referenced scores – These are student scores that are reported as a percentile ranking. © 2014, Region One Education Service Center 17 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity Criterion v. Norm-referenced Tests • Most state achievement tests are criterionreferenced. In other words, a predetermined level of acceptable performance is developed and students pass or fail in achieving or not achieving this level. • Tests that set goals for students based on the average student's performance are norm-referenced tests. © 2014, Region One Education Service Center 18 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity Example of a Norm-Referenced Test Score: Percentile Rank Activity. Plot the 40 th Percentile or below © 2014, Region One Education Service Center 19 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity Example of a NRT: Iowa Test of Basic Skills Handout • NPR – National Percentile Rank – This is an indication ranging from 1 to 99 showing what “percentile” the student score corresponds to in relation to others taking the same test. – This is NOT the percent correct. © 2014, Region One Education Service Center 20 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity IOWA Reading Reports the National Percentile Rank (NPR) Achievement Level NPR Very High 96 -99 Above Average 76 -95 Average 25 -75 Below Average 5 -24 Very Low 1 -4 © 2014, Region One Education Service Center 21 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity Standardized Achievement Tests in English • Norm-referenced tests • To be used for Exit in Grades 1 -2, 11 th & 12 th ONLY. • Score Indicating LEP: Below 40 th Percentile on BOTH Reading and Language Arts. TEA List of Approved Tests (2014 -2015) © 2014, Region One Education Service Center 22 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity Table Share A 2 nd grader scored in the 89 th percentile in Reading Comprehension. This means that the student scored ______ than approximately ___ percent of ____ grade students on whom the test was normed. © 2014, Region One Education Service Center 23 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity Sample Report Create a True Statement Handout • The student who took this test scored in the ___ percentile in Reading and in the ___ percentile on the Language Arts component of the ITBS. This means that in comparison to the norming group, this student scored ____ in Reading and ____ on the Language Arts component. © 2014, Region One Education Service Center 24 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity © 2014, Region One Education Service Center 25 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity STAAR Reading & Writing • The performance level for program exit is Level II (Satisfactory Academic Performance) or above. © 2014, Region One Education Service Center 26 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity Did Anna Meet ELL Exit Criteria? Anna is a STAAR Graduate in 10 th Grade. Anna took the STAAR EOC English II and passed Anna took the STAAR EOC Biology Test and passed Anna took the STAAR EOC American History Test and passed Anna was rated Advanced TELPAS Listening & Advanced-High TELPAS Speaking Anna scored Advanced-High on TELPAS Reading Anna was rated Advanced on TELPAS Writing Anna scored FES (Fluent English Speaker) on the IPT Oral Retest Did Anna meet ELL Exit Criteria? Discuss with your table © 2014, Region One Education Service Center 27 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity Did Marco Meet ELL Exit Criteria? Marco is a TAKS graduate in 12 th grade Marco took the Exit Level ELA TAKS test and did not pass Marco was rated Advanced-High TELPAS Listening Marco was rated Advanced-High TELPAS Speaking Marco scored Advanced TELPAS Reading Marco was rated Advanced TELPAS Writing Marco’s OLPT scores indicated that he is now proficient in English. Did Marco meet ELL Exit Criteria? Discuss with your table © 2014, Region One Education Service Center 28 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity Did Juan Meet ELL Exit Criteria? Juan is a STAAR Graduate in 11 th Grade. Juan took the STAAR EOC Algebra Test and passed Juan took the STAAR EOC American History Test and passed Juan was rated Advanced-High TELPAS Listening Juan was rated Advanced-High TELPAS Speaking Juan scored Advanced-High TELPAS Reading Juan was rated Advanced-High on TELPAS Writing Juan scored 39 th percentile on the Reading and 48 th percentile on the Language component of the Iowa Test of Basic Skills (ITBS) Did Juan meet ELL Exit Criteria? Discuss with your table © 2014, Region One Education Service Center 29 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity Did Jesse Meet ELL Exit Criteria? Jesse is a TAKS graduate in 10 th grade who attends an alternative school in his district Jesse took the 10 th grade TAKS ELA test and passed Jesse was rated Advanced-High on TELPAS Listening Jesse was rated Advanced TELPAS Speaking Jesse scored Advanced-High TELPAS Reading Jesse was rated Advanced-High TELPAS Writing Jesse was not assessed with LAS Links like others, because there are no trained administrators at the alternative school. Did Jesse meet ELL Exit Criteria? Discuss with your table. Anything wrong? © 2014, Region One Education Service Center 30 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity Source: http: //topnotchteaching. com/reviews/funny-photos/ © 2014, Region One Education Service Center 31 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity If student did meet ELL Exit Criteria… – Exit student – Notify the parents of exit/obtain a signed exit letter – Assign to General Ed. class for next year – Recommend participation in other programs – Monitor progress each grading period (2 yrs. ) © 2014, Region One Education Service Center 32 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity Reading and Writing Proficiency Tests in English Writing Proficiency Tests – may be used for Exit [19 TAC § 89. 1225 (f) and (h)]. • Texas English Language Proficiency Assessment System (TELPAS) – Writing 1 -12 Advanced High TEA List of Approved Tests (2014 -2015) © 2014, Region One Education Service Center 33 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity Oral Language Proficiency Tests in English • Texas English Language Proficiency Assessment System (TELPAS) is for Progress Monitoring – Listening 1 -12 – Speaking 1 -12 • OLPT (LAS Links, IPT, Woodcock Munoz, etc. , ) – Listening 1 -12 – Speaking 1 -12 TEA List of Approved Tests (2014 -2015) © 2014, Region One Education Service Center 34 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity Complete the Chart © 2014, Region One Education Service Center 35 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity 2014 -2015 List of Approved Tests for Limited English Proficient Students • In the 2014 -2015 List of Approved Tests for Assessment of Limited English Proficiency Students, which is available at: • http: //www. tea. state. tx. us/index 2. aspx? id= 4098 © 2014, Region One Education Service Center 36 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity LPACs should carefully review each ELL student to determine if they: – Required linguistic accommodations for STAAR – Some ELLs, who pass the STAAR utilizing assessment linguistic accommodations, may not be considered for ELL Exit – Reading / Writing / ELA STAAR © 2014, Region One Education Service Center 37 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity Handout © 2014, Region One Education Service Center 38 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity Parental Notification/Approval • Once the LPAC reclassifies a student as non -LEP, parents must be notified that the student has met state criteria for exit and will be monitored for two years. • Parent approval of the student’s exit must be present in the student’s record folder. TEA (2014) © 2014, Region One Education Service Center 39 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity Parent Approval 89. 1220(m) A school district may identify, exit, or place a student in a program without written approval of the student's parent or guardian if: 1. the student is 18 years of age or has had the disabilities of minority removed; 2. reasonable attempts to inform and obtain permission from a parent or guardian have been made and documented; © 2014, Region One Education Service Center 40 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity 3. approval is obtained from: (A) an adult who the school district recognizes as standing in parental relation to the student, including a foster parent or employee of a state or local governmental agency with temporary possession or control of the student; or © 2014, Region One Education Service Center 41 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity (B) the student, if no parent, guardian, other responsible adult is available; or (4) a parent or guardian has not objected in writing to the proposed entry, exit, or placement. or Source: TEA, Commissioner’s Rules, § 89. 1220 © 2014, Region One Education Service Center 42 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity Provide in Native Language © 2014, Region One Education Service Center 43 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity Provide in Native Language © 2014, Region One Education Service Center 44 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity Provide in Native Language © 2014, Region One Education Service Center 45 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity Provide in Native Language © 2014, Region One Education Service Center 46 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity Provide in Native Language © 2014, Region One Education Service Center 47 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity Provide in Native Language © 2014, Region One Education Service Center 48 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity Monitoring of M 1 s & M 2 s § 89. 1220. Language Proficiency Assessment Committee • (k) The language proficiency assessment committee shall monitor the academic progress of each student who has exited from a bilingual or English as a second language program during the first two years after exiting in accordance with the TEC, § 29. 0561. © 2014, Region One Education Service Center 49 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity F = M 1 Bilingual S = M 2 ESL LEP Denial Meets Exit Criteria Meets Exit/Reclassification Critera Non. LEP F or S © 2014, Region One Education Service Center 50 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity Reclassifying ELLs with Disabilities • The ARD committee, in conjunction with the LPAC, shall determine an appropriate assessment instrument and performance standard requirement for exit. • The decision to exit a student is determined by the key members of the ARD in conjunction with the key members of LPAC. http: //www. tea. state. tx. us/index 2. aspx? id=4098 19 TAC § 89. 1225 (k) § 89. 1230 TEA (2015) © 2014, Region One Education Service Center 51 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity Evaluation of Reclassified Students The LPAC shall reevaluate a student who is transferred out of a bilingual education or special language program under Section 29. 056(g) if the student earns a failing grade in a subject in the foundation curriculum under Section 29. 002(a) during any grading period in the first two school years after the student is transferred to determine whether the student should be reenrolled in a bilingual education or special language program. TEC § 29. 0561(a) TEA (2014) © 2014, Region One Education Service Center 52 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity Reclassified Students During the first two school years after a student is transferred out of a bilingual education or special language program under Section 29. 0561 (b), the LPAC shall review student’s performance and consider: (1) The total amount of time the student was enrolled in a bilingual education or special language program; (2) The student’s grades each grading period in each subject in the foundation curriculum under Section 29. 002 (a) (1); TEA (2014) © 2014, Region One Education Service Center 53 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity Reclassified Students (3) The student’s performance on each assessment instrument administered under Section 39. 023 (a) or (c); (4) The number of credits the student has earned toward high school graduation, if applicable; and (5) Any disciplinary actions taken against the student under Subchapter A, Chapter 37. TEC § 29. 0561(b) TEA (2014) © 2014, Region One Education Service Center 54 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity Reclassified Students (c) After an evaluation under this section, the LPAC may require intensive instruction for the student or reenroll the student in a bilingual education or special language program. TEC § 29. 0561(c) © 2014, Region One Education Service Center 55 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity Handout © 2014, Region One Education Service Center 56 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity Handout © 2014, Region One Education Service Center 57 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity Exit of ELLs Served by the Special Education Program • The ARD committee along with the LPAC shall determine: – an appropriate assessment instrument and – performance standard requirement to exit for students for whom the usual tests would be inappropriate as part of the IEP. • The decision to exit a ELL student who receives both special education and ESL services is determined by: – ARD Committee – LPAC Committee • Refer to “Process for Sp. Ed. /ELL Exit Flowchart” © 2014, Region One Education Service Center 58 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity Policy: Special Education LEP Student Exit Decisions (k) The ARD committee in conjunction with the language proficiency assessment committee shall determine an appropriate assessment instrument and performance standard requirement for exit under subsection (h) of this section for students for whom those tests would be inappropriate as part of the IEP. © 2014, Region One Education Service Center 59 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity Handout © 2014, Region One Education Service Center 60 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity Documentation All LPAC actions/decisions should be documented in at least 2 places: • LPAC Minutes • ELL/LPAC Folders (in Student Permanent Record/Cumulative Folder) © 2014, Region One Education Service Center 61 Curriculum, Instruction and Assessment
Language Proficiency, Biliteracy & Cultural Diversity Handout © 2014, Region One Education Service Center 62 Curriculum, Instruction and Assessment
Sources Texas Education Agency (2011). Chapter 89. Adaptations for Special Populations, Subchapter BB. Commissioner’s Rules Concerning State Plan for Educating English Language Learners. Retrieved from http: //www. tea. state. tx. us/index 2. aspx? id=4098 Texas Education Agency (2013 -2014). Curriculum Division. LPAC Manual Suggested Forms. Retrieved from the Region 20 ESC website: http: //www. esc 20. net/default. aspx? name=ci_besl. LPACFramework Texas Education Agency (2014). Bilingual Education webpage. TEC 29. 051 - 29. 064. Retrieved from http: //www. tea. state. tx. us/index 2. aspx? id=4098 Top Notch Teaching. You rock, you rule. [Image]. Retrieved from http: //topnotchteaching. com/reviews/funnyphotos/ U. S. Department of Education. Elementary and Secondary Education. Title III, Part A Sec. 3121. Evaluations. Retrieved from http: //www 2. ed. gov/policy/elsec/leg/esea 02/pg 42. html? exp=2 © 2014, Region One Education Service Center 63 Curriculum, Instruction & Assessment—Language Proficiency, Biliteracy and Cultural Diversity
Language Proficiency, Biliteracy & Cultural Diversity Contact Information Language Proficiency, Biliteracy and Cultural Diversity Virginia Rivas Champion, Director vchampion@esc 1. net (956) 984 -6246 Perla Roerig proerig@esc 1. net Melissa Sanchez Garza, Program Assistant Masanchez@esc 1. net (956) 984 -6238 © 2014, Region One Education Service Center 64 Curriculum, Instruction and Assessment
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