ESC Resources ESC20 LPAC Framework Resource Use the A-Z Index on the ESC home page to locate LPAC homepage
PEIMS LEP Reporting Due Dates PEIMS Reporting Requirements for Students Identified as LEP PEIMS Submissions Impacted by LEP Data Reporting: Also known as: Submission 1: Fall Snapshot Submission 3: Summer Submission Submission 4: Extended Year Submission PEIMS Reporting Timeframe Submission 1: Represents the state of the district on the last Friday in October Submission 3: Cumulative submission representing all activity during the course of the regular school year Submission 4: Represents program participation for summer school program Fall Reports Current Year Enrollment & Employment on a specific date in October Snapshot Date and As Of Date are used interchangeably and mean the last Friday in October ( October 26,2012 ) Exception: Leaver data (prior year students) are reported based on leaver status as of the School Start Window. Ends last Friday in September ( September 28,2012 ) Summer Reports a summary of the years attendance including special program ADA, discipline and Classroom Link data Attendance reported by 6 week reporting periods. This is where ADA funding is reported for Foundation School Program (FSP), Special Education, Bilingual/ESL, CTE and PRS. Data reported based upon the regular school calendar. Summer school not reported in this submission.
PEIMS & Bilingual / ESL Bilingual/ESL 19 TAC, Chapter 89, Subchapter BB Commissioner’s Rules Concerning State Plan for Educating English Language Learners “Every student in the state who has a home language other than English and who is identified as an English language learner shall be provided a full opportunity to participate in a bilingual education or English as a second language program”
School Districts are required to: Identify English language learners based on criteria established by the state Provide Bilingual Education and English as a Second Language (ESL) programs Seek certified teaching personnel Assess achievement for essential skills and knowledge Bilingual/ESL 19 TAC § Policy. Bilingual Education Program Goals Develop literacy and academic skills in the primary language and English to enable LEP students to become competent in the Listening, Speaking, Reading and Writing in the English language. ESL Program Goals Integrate use of second language methods to enable LEP students to become competent in the Listening, Speaking, Reading, and writing in the English language
Requirements for Districts to Offer Bilingual program Districts with enrollment of 20 or more LEP students in any language classification in the same grade district-wide “Elementary Grades” Pre-K through Grade 5 Grade 6 included when clustered with elementary Bilingual education provided by dual language program Districts are authorized to establish a bilingual education program at grade levels where it is not required Districts that are not required to offer a bilingual program, shall provide English as a Second Language program to all Limited English Proficient(LEP) students regardless of the students’ grade levels, home language and the number of students identified. **SAAH 6.8 Bil/ESL Services Your District is Required to Provide for more details Bilingual/ESL 19 TAC § Required Bilingual Education and English as a Second Language Programs
Home Language Survey Conduct only one home language survey of each student. Administered to students new to a Texas district Previously enrolled students who were not surveyed in the past Signed by Parent, Guardian – Pre-K thru 8 th grade Or by Student - Grades 9 th thru 12 th Original copy shall be kept in the student’s permanent record (copy sent with TREx records) Administered in English and Spanish or shall be translated into the home language when possible. Used to establish the student’s language classification for determining whether the district is required to provide a bilingual education or English as a second language program. Bilingual/ESL § Home Language Survey SAAH Home Language Survey Requirements
Fall Data – 110 Enrollment 141 languages currently identified. Original Home language survey is kept for documentation. Bilingual/ESL Home Language Code - Code Table C092. This code is required on all students – PK & up. Home language indicates the language spoken in the student’s home, as determined by the home language survey. - ESC 20 resource: Home Language Surveys
Home Language Survey SAAH Question and Answer Document – October 22, 2012 QHow many home language survey forms are needed in any student file? Is it true that the oldest- dated one should remain and all others be destroyed even if the oldest one is not from the district the student is currently attending? A Only one home language survey should be in a student’s file. That home language survey should be the original home language survey for the student (i.e., the oldest-dated one [or a copy of the oldest-dated one]). Also, if there is already an existing home language survey for a student, a new one should not be created. Bilingual/ESL SAAH FAQ located on: u_id2=789
Bilingual/ESL Language Proficiency Assessment Committee Within 4 weeks of enrollment (20 days) LPAC should: Review documentation of student’s language proficiency and academic status Recommend placement in BIL or ESL Acquire Parental Permission ESC 20 LPAC Framework
Student Data Record Types – What is collected? LEP Indicator Code (110 Record & 400/500 Record) Bilingual Program Type Code (110 Record) ESL Program Type Code (110 Record) Home Language Code (110 Record) Parental Permission Code (110 Record) Immigrant Indicator (110 Record) Bilingual/ESL Days Present (400/500 Record) BIL/ESL Summer School Indicator (101 Record) 110 Record – Fall Submission 400/500 record – Summer Submission 101 record – Extended Year Submission Bilingual/ESL
Fall Data – 110 Enrollment E0790 LEP-INDICATOR-CODE Bilingual/ESL LEP-INDICATOR-CODE indicates whether the student has been identified as limited English proficient by the Language Proficiency Assessment Committee (LPAC), or English proficient (19 TAC § ), according to criteria established in 19 TAC §
Fall Data – 110 Enrollment E1042 BILINGUAL-PROGRAM-TYPE-CODE Bilingual/ESL BILINGUAL-PROGRAM-TYPE-CODE indicates whether the student is participating in a state- approved bilingual education program which is a full-time program of dual-language instruction through the TEKS in the content areas (mathematics, science, health and social studies) in the primary language of limited English proficient (LEP) students and also for carefully structured and sequenced mastery of English cognitive academic language development. (See 19 TAC § (b).)
Fall Data – 110 Enrollment E1043 ESL-PROGRAM-TYPE-CODE Bilingual/ESL ESL-PROGRAM-TYPE-CODE indicates whether the student is participating in a state- approved English as a Second Language (ESL) program. An ESL program in grades PK – 8 is a program of intensive instruction in English from teachers either certified or endorsed in ESL who use second language acquisition information to teach LEP students the ESL TEKS. An ESL program in grades 9 – 12 is a program of intensive instruction in English from teachers trained in recognizing and dealing with language differences. [See 19 TAC § (f).]
Fall Data – 110 Enrollment E0896 PARENT-PERMISSION-CODE Bilingual/ESL PARENTAL-PERMISSION-CODE indicates whether the student's parent or legal guardian has approved placement of the student in the required bilingual or English as a Second Language (ESL) program. (See 19 TAC § )
Fall Data – 110 Enrollment E0797 IMMIGRANT-INDICATOR-CODE Bilingual/ESL
Student Attendance Accounting Handbook Exit Criteria The following chart shows the criteria for transferring a LEP student out of the bilingual or ESL education program at different grade levels. IMPORTANT: The exit criteria shown in this chart are accurate as of the publication date of this handbook but are subject to change. Visit the TEA Bilingual Education web page at for the most current exit criteria.http://www.tea.state.tx.us/index2.aspx?id=4098&menu_id=720 Exit Bilingual/ESL
Students Exited BIL/ESL Students who are exited from the program are monitored for 2 years. During that time they are reported on the LEP Indicator for PEIMS as: F - Student exited from LEP status - Monitored 1 (M1) student has met criteria for bilingual/ESL program exit, is no longer classified as LEP in PEIMS, and is in his or her first year of monitoring as required by 19 TAC § (l) and is not eligible for funding due to the fact that they are not LEP. S - Student exited from LEP status - Monitored 2 (M2) student has met criteria for bilingual/ESL program exit, is no longer classified as LEP in PEIMS, and is in his or her second year of monitoring as required by 19 TAC § (l) and is not eligible for funding due to the fact that they are not LEP Bilingual/ESL
Fall Data – 110 Enrollment Valid PEIMS Coding Combinations DescriptionLEP Code BIL Code ESL Code Parental Permission Non-LEP student, not participating (default)000Blank LEP Student, not participating100C, 7, 8 LEP Student in ESL program - grade PK-08 - grade , 3A, B, E 102, 3A, F LEP Student in Bilingual program - grade PK-08 - grade , 3, 4, 50D 14, 50D (Special Warning 11095) Non-LEP Exited student; participating - in ESL program - in BIL program F, S00blank F, S02, 3G F, S2, 3, 4, 50G Non-LEP student; participating0000 2, 3, 4, 5 0 2, 3 3H3H Bilingual/ESL
Fall Data Standard Reports – PRF5D002 Bilingual/ESL This report provides student counts by grade for LEP, Bilingual, ESL and Parental Denials 'C.' Only students enrolled on the PEIMS Fall As-Of date are included on this report.
Fall Data Standard Reports - PRF5D052 Bilingual/ESL This report provides a listing of students with various demographics and their program enrollment information. A separate report is created for each grade level, with subtotals by grade.
Bilingual/ESL Fall Data My Report Requests- PRF5D052 This report is available as a Filtered report under My Report Requests: Fall – Student Reports – Student Indicator By Grade, filter on LEP, Bilingual/ESL (LBE). Same information as on previous report, except it is ONLY on LEP Students.