1. Framework Manual 2014-2015

2. Bilingual / ESL Department McKinney ISD  Judith Coffman, Director  Amber Buie, Accountability & Compliance  Sonia Rhykerd, Secondary ESL Coordinator  Abigail Hobart, Elementary Bil/ESL Coordinator  Sandy Vroman, Bil/ESL Curriculum Coordinator  Shelly Hansen, Department Secretary  Leticia Marquez, LPAC Clerk 2

3. Content Objective 3 LPAC Chairs will develop a schedule for LPAC responsibilities throughout the 2014-15 school-year to demonstrate their understanding of their duties. Language Objective LPAC Chairs will verbally share their school- year LPAC Duties Calendar.

4. Introduction – Chapter 89  19 Texas Administrative Code (TAC) Chapter 89 Adaptations for Special Populations, Subchapter BB  The Commissioner’s Rules concerning the state plan for educating English language learners (ELLs) 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). 4

5. Purpose of the LPAC Framework 5 The LPAC Framework integrates State and Title III of Public Law 107-110 (Elementary and Secondary Education Act) requirements regarding the: identification and placement parental approval annual review assessment of English language learners as they attain language and academic proficiency.

6. What is the purpose of the LPAC Framework? 6 The Framework delineates the steps that must be followed in the:  Identification – Assessing students whose Home Language Survey have a language other than English and who are determined to have limited English proficiency  Processing – LPAC meets to review assessment information in order to make placement decisions  Placement – Determining the appropriate program for students identified as an English language learner (ELL)  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

7. Definitions 7 ELL – English Language Learner – a student who is in the process of acquiring English; ELL and LEP, Limited English Proficient, are used interchangeably. ESL – English As a Second Language – It is a PROGRAM, not a student.

8. 8 Policy and Facilities Each school district shall: Identify an English language learner (ELL) Provide bilingual and ESL programs as integral parts of the regular program Seek certified teaching personnel Assess achievement for essential knowledge and skills to ensure accountability for ELLs 19 TAC §89.1201, §89.1235

9. Goal of Bilingual Education 9 The goal of bilingual education programs shall be to: Enable ELLs to become competent in listening, speaking, reading and writing of English through the development of literacy and academic skills in Spanish and English Emphasize mastery of English language skills, as well as math, science and social studies Use instructional approaches designed to meet the needs of ELLs Be an integral part of the total school program Utilize the essential knowledge and skills required by the state as the curriculum 19 TAC §89.1201

10. Goal of ESL Programs 10 The goal of ESL programs shall be to: Enable ELLs to become competent in the listening, speaking, reading, and writing of English Emphasize mastery of English language skills, as well as math, science, and social studies Use instructional approaches designed to meet the needs of ELLs (Sheltered Instruction) Be an integral part of the total school program Utilize the essential knowledge and skills required by the state as the curriculum 19 TAC §89.1201

11. Staffing and Staff Development 11 School districts shall seek certified teachers to ensure ELLs are afforded full opportunity to master essential knowledge and skills and provide professional development. 19 TAC §89.1245, §89.1207

12. Where does it all start? All Students ALL STUDENTS 12 HOME LANGUAGE SURVEY

13. Required LPAC Meetings throughout the school-year 13 Upon initial enrollment - within the student’s first 20 school days: September 22, 2014 In the spring to determine appropriate assessments, immediately prior to state assessments At the end of the year for annual review and for the following year’s placement decisions, which may include the use of linguistic accommodations, as appropriate As needed to discuss student progress

14. 14 Identification Home Language Survey (HLS) If the HLS indicates a language other than English, testing must be initiated to determine English proficiency. Parent permission for language proficiency testing is not required. How many language, other than English are spoken in our McKinney Schools? 44

15. 15 Identification of Transferring Students If the student transfers from a school in Texas: Review the withdrawal form, if available, to see if he/she was being served in a program or identified LEP in PEIMS. Try to get as much original documentation as possible, especially the HLS (document your attempts). The LPAC identifies and places student within the first 20 school days of enrollment. Be sure that all of the necessary signed documents are in the student’s LPAC folder.

16. 16 Identification of Transferring Students If the student transfers from a school outside of Texas: Review any documentation brought in by the student. Proceed with Texas law, including HLS, for identification as outlined for Texas students new to the district HLS HAS LANGUAGE OTHER THAN ENGLISH = IPT TEST

17. Timeline The campus has 20 school days to complete the testing and convene as an LPAC to determine the ELL status of each student. So, how long do we have? September 22, 2014 17 19 TAC §89.1220(e)

18. Entry Assessment Home Language Survey Non-LEP TEST Pre-K – 1 st :IPT - Oral Language Proficiency Test 2 nd – 12 th : ITBS - Norm referenced standardized achievement test 19 TAC §89.1225 (a-g) Language spoken at home and by student = English Language spoken at home and by student = English and any other language Language spoken at home and by student = other language (not English) 18

19. 19 Testing Administrator The person administering the IPT - oral language proficiency test (listening and speaking) must have their IPT online Training Certificate and must be proficient in the language of the test. www.onlineipt.com Web-based training: http://www.ballardtighetraining.com/iptinservice/

20.  ALL English IPT Testing – Each campus is responsible  Spanish IPT  Bilingual Campuses – Each campus is responsible  Elem ESL Campuses – CONTACT LETICIA MARQUEZ Secondary Schools  ESL Aide or Teacher  Newcomer Centers – ESL Newcomer Aides  (Leticia can also help) Who helps with IPT testing on your campus?

21. ELL Determinations 21 The LPAC Commitee, not the test administrator, must meet and review all assessment results to determine ELL status.

22. LPAC Meeting (Membership) TEST Pre-K – 1 st :IPT Oral Language Proficiency Test 2 nd – 12 th IPT + ITBS LPAC Meeting LEP Non-LEP 22

23. Composition of the LPAC 23 Each school district required to offer bilingual education and special language programs (ESL) shall establish an LPAC. The LPAC is composed of? –campus administrator* –professional bilingual educator* (Bil Ed) –ESL teacher/professional transitional language educator* –parent of a current ELL participating in the required bilingual or special language program (ESL) this parent may not be an employee of the school district, but can be an Aramark employee* *All members must be present! 19 TAC §89.1220 TEC §29.063

24. Membership Guidelines 24 All LPAC members shall be trained. If one of the members does not understand English (parent), the training should be developed in the member’s primary language. At the LPAC meeting, an interpreter should be available if the parent representative is not proficient in English. The parent representative volunteers his/her participation in the LPAC. The student’s parents are not required to attend the LPAC meeting.

25. Membership Guidelines 25 The trained LPAC parent serves as the representative parent for all ELLs. Anyone that is a designated LPAC member at these meetings must be trained in order to follow the process accordingly. Each trained member shall also sign an oath of confidentiality because test and other information that is shared and analyzed for all students must be considered with respect to each student and his/her family’s right to confidentiality.

26. LPAC Meeting Guidelines 26 All required members are given prior notification of meeting by LPAC Chair. Members review and discuss all student data and information. Members arrive at appropriate decisions. Members sign and date all documentation/LPAC forms. Decisions are included in LPAC minutes which are kept in a central location at each campus. Send a copy to Amber Buie The committee meeting is adjourned. Documentation for each student is filled in the student’s record folder.

27. 27 Required Documentation The student’s red LPAC folder shall contain:  Identification of the student  Designation of the students level of proficiency  Recommendations of program placement  Parent approval for entry or placement (stapled to the left side)  The dates of program entry, annual review, progress, and exit and monitored documentation, if appropriate  STAAR/STAAR L, IPT, TELPAS, and any other data collected by the district.  Linguistic and/or academic interventions, if appropriate

28. What are the Required LPAC Meetings throughout the school-year? 28 Upon initial enrollment - within the student’s first 20 school days In the spring to determine appropriate assessments, immediately prior to state assessments At the end of the year for annual review and for the following year’s placement decisions, which may include the use of linguistic accommodations, as appropriate As needed to discuss student progress Here’s help for your LPAC calendar!

29. LPAC Responsibilities 29 Identification of ELLs Assessment and documentation review Placement Instructional methodologies and/or interventions Instructional linguistics accommodations or accommodations for assessment Coordination Parental Approval Annual Review (linguistic and academic progress)

30. 30 Eligibility for Students with Disabilities Students with disabilities whose scores indicate limited English proficiency on the assessment determined by the key members of the ARD committee in conjunction with the key members of the LPAC are identified as ELL. http://www.tea.state.tx.us/index2.aspx?id=2147496923 19 TAC §89.1230 19 TAC §89.1225 (f) (4)

31. Dual Language / Two-way Caldwell K-5th Transitional Bilingual/Early Exit (4 th and 5 th ) AND Dual Language / One-way – K-3 rd ) Finch Malvern Webb Burks Vega 31 Bilingual Education Program in McKinney

32. The law requires that all ELLs for whom a district is not required to offer a bilingual education program shall be provided an ESL program, regardless of the students’ grade levels, and home language, and regardless of the number of students.  Press Elem  All west-side elementary campuses  All secondary schools  Newcomer Centers  Faubion MS  McKinney High School 32 ESL Program 19 TAC §89.1205 (d) §89.1210

33. 33 What other special programs can the LPAC make recommendations for? The LPAC is also responsible for facilitating student participation in other special programs (Advanced Academics, Special Education, Career and Technical Education, Gifted and Talented, AVID, and Dyslexia). 19 TAC §89

34. Parental Approval PLACEMENT: Required Bilingual Program PLACEMENT: Required ESL Program Parent Conference No Parental Permission LEP Denial YesYes Bilingual Parental Notification Non-LEP Meets Exit/Reclassification Criteria Parental Permission Parent Conference No LEP Denial YesYes ESL Non-LEP Meets Exit/Reclassification Criteria F or S (Monitor) 53 F or S (Monitor)

35. After the LPAC recommends placement of the ELLs, written parental approval must be obtained. Remember - the parent approval form should be in both English and the native language of the parent. 35 Parental Approval 19 TAC § 89.1240

36. If a parent denies the placement decision, then the student is identified in PEIMS as LEP with a parent denial until the student meets exit criteria. Monitor and facilitate the educational process, as you would for all ELL students. Rate student’s listening, speaking and writing proficiency with TELPAS (beginning at Grade K through Grade 12) and the TELPAS Reading test beginning at Grade 2, until the child is no longer identified as LEP Title III, Part A, Subpart 2.Sec.3121(a)(4); TAC §89.1220(k); TEC §29.0561 36 Parent Denials – What do we have to do for them?

37. 37 What date do we use for the Parental Approval/Denial PEIMS Date The date that the parent permission form is signed.

38. 38 State Assessments Bilingual Classroom MEETS EXIT CRITERIAMEETS EXIT/ RECLASSIFICATION CRITERIA ESL Classroom MEETS EXIT CRITERIA LEP Denial ELPS

39. LPAC Decisions about State Assessments 39 In the spring of the current school year, the LPAC will convene to determine the appropriate assessment option for ELLs before the administration of the state criterion- referenced test that year. Refer to the LPAC Decision-Making Process for the Texas Assessment Program for complete information. http://www.tea.state.tx.us/student.assessment/ell/lpac/#manual

40. 40 Annual Review LEP DenialESL Classroom Meets Exit Criteria Non-LEP Meets Exit/Reclassification Criteria Meets Exit Criteria Bilingual Classroom F or S (Monitor)

41. Annual Review 41 At the end of the year, the Committee reviews every child: identified in PEIMS as LEP, being served in a bilingual or ESL program identified in PEIMS as a LEP parental denial that has met criteria for bilingual/ESL program exit, is no longer classified as LEP in PEIMS, and is in his or her first (F) or second (S) year of monitoring

42. The LPAC should review: Benchmarks Classroom Tests State Criterion-Referenced Test Data ITBS and/or Aprenda (when applicable) Standardized Achievement Test Data IPT Data TELPAS, Rosetta Stone, iStation, TPRI, Tejas LEE, etc. Passing grades in all subjects and courses taken Any input that will give a well-rounded picture of the student’s growth and progress Annual Review 64

43. Reclassification (Exiting) of ELLs 43 A student may only be considered for reclassification, as Non-LEP, at the end of the school year based on the following criteria: Advanced High on TELPAS Listening and Speaking Achieve an Advanced High on TELPAS Writing or pass STAAR Writing on STAAR Writing years. Pass Reading on STAAR consideration of subjective teacher evaluation. What’s different? NO MORE END OF YEAR IPT!!!

44. 44 Parental Notification/Approval LEP Denial Meets Exit Criteria ESL Classroom Non-LEP Meets Exit/Reclassification Criteria Meets Exit Criteria Bilingual Classroom F or S (Monitor) F or S (Monitor) F or S (Monitor)

45. 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. Exit Letters are found in the Wiki 45 Parental Notification/Approval

46. Reclassifying ELLs with Disabilities 46 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/index2.aspx?id=4098 19 TAC §89.1225 (k) §89.1230

47. Thank you all for taking time out of your busy schedule to allow us to give you the nitty gritty on LPAC procedures! Questions? Scenarios 47 ¡Muchas Gracias!