1. Annual Review Process for LPAC 2009-10
4/15/2017
Annual Review Process for LPAC
Austin ISD Office of Bilingual Education/ESL

2. Annual Review Timeline
April 5 window opens in LPAS
May 14th (tentative) TELPAS data available in LPAS
May 19th TAKS data available in LPAS for 3-12th grade
June 8th window for Annual Reviews closes in LPAS (all forms must be closed)
June 20 Report run for compliance with Annual Review completion
Austin ISD Office of Bilingual Education/ESL

3. Who do I need to complete an Annual Review for?
Austin ISD Office of Bilingual Education/ESL

4. Austin ISD Office of Bilingual Education/ESL
4/15/2017
Annual Reviews
At the end of the year, the
Committee reviews every ELL child
being served
with parental denials
exited during the previous 2 years that are being monitored
who has met exit criteria and continues to monitor students for 2 additional years
Austin ISD Office of Bilingual Education/ESL

5. Austin ISD Office of Bilingual Education/ESL
4/15/2017
Annual Reviews
What is reviewed?
Any data that is available that can be used to make good, sound decisions on the following year’s placement, for example:
Benchmarks
Classroom Tests
State Criterion Test Data (TAKS)
Norm-referenced English and Spanish (when applicable) Standardized Achievement Test Data
Austin ISD Office of Bilingual Education/ESL

6. Austin ISD Office of Bilingual Education/ESL
Annual Reviews
What is reviewed? (con’t)
Oral Language Proficiency Test Data
Reading Proficiency Test Data (TELPAS,TPRI, Tejas Lee etc.)
Grades
Anything that will give a well-rounded picture of the student’s growth and progress
Austin ISD Office of Bilingual Education/ESL

7. When do students exit the bilingual or ESL program?
4/15/2017
When do students exit the bilingual or ESL program?
Austin ISD Office of Bilingual Education/ESL

8. Austin ISD Office of Bilingual Education/ESL
4/15/2017
State Exit Criteria #1
19 TAC§ (h-k)
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
According to state law, students may ONLY be exited at the end of the year.
(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 regular, all-English, instructional program. This determination shall be based upon all of the following:
(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, §39.023(a), or a TEA-approved English language arts assessment instrument administered in English, or a score at or above the 40th percentile on both the English reading and the English language arts sections of a TEA-approved norm-referenced assessment instrument for a student who is enrolled in Grade 1 or 2; and
(3) TEA-approved criterion-referenced written tests when available and the results of a subjective teacher evaluation.
[(1) This determination shall be based upon tests that measure the extent to which the student has developed oral and written language proficiency and specific language skills in both the student's primary language (for students enrolled in bilingual education) and English, and one of the following:]
[(A) meeting state performance standards for the English language criterion-referenced assessment instrument for reading and writing (when available) required in the Texas Education Code (TEC), §39.023, at grade level; or]
[(B) scoring at or above the 40th percentile on both the English reading and the English language arts sections of a TEA-approved norm-referenced assessment instrument.]
[(2) In making this determination, districts shall also consider other indications of a student's overall progress, including criterion-referenced test scores, subjective teacher evaluation, and parental evaluation.]
(i) A student may not be exited from the bilingual education or English as a second language program in prekindergarten or kindergarten [through Grade 1]. A district must ensure that limited English proficient students are prepared to meet academic standards required by TEC, §
(j) For determining whether a student who has been exited from a bilingual education or English as a second language program is academically successful, the following criteria shall be used at the end of the school year:
(1) the student meets state performance standards in English of the criterion-referenced assessment instrument required in the Texas Education Code, §39.023, for the grade level as applicable; and
(2) the student has passing grades in all subjects and courses taken.
(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. The decision to exit a student who receives both special education and special language services from the bilingual education or English as a second language program is determined by the ARD committee in conjunction with the language proficiency assessment committee in accordance with applicable provisions of subsection (h) of this section.
Austin ISD Office of Bilingual Education/ESL

9. Austin ISD Office of Bilingual Education/ESL
4/15/2017
State Exit Criteria #2
2) Satisfactory performance on the reading assessment instrument under the Texas Education Code, §39.023(a), or an English language arts assessment instrument administered in English, or a score at or above the 40th percentile on both the English reading and the English language arts sections of a TEA-approved norm-referenced assessment instrument for a student who is enrolled in Grade 1 or 2; and
Austin ISD Office of Bilingual Education/ESL

10. Austin ISD Office of Bilingual Education/ESL
4/15/2017
State Exit Criteria #3
3) TEA-approved criterion-referenced written tests when available, other TEA-approved tests when criterion-referenced written test is not available, and the results of a subjective teacher evaluation.
Austin ISD Office of Bilingual Education/ESL

11. Austin ISD Office of Bilingual Education/ESL
Updating LAS Links
All students being considered for exiting, must receive an updated administration of the LAS Links.
Contact the International Welcome Center at for additional LAS Links forms.
Austin ISD Office of Bilingual Education/ESL

12. Requirements for lower grades
4/15/2017
No Exiting before 1st grade
Requirements for lower grades
Students in Pre-Kindergarten, Kindergarten may not be exited from a bilingual education or English as a second language program.
Annual LPAC meetings occur at the end of the school year to recommend placement for the following academic year. A student may not be exited from the Bilingual Education or ESL Program in Pre-Kindergarten or Kindergarten as stated in the new TAC § (i)
Remember: The goal of Bilingual/ESL programs is not to exit students as quickly as possible, it is to ensure that their proficiency levels in speaking, listening, reading, writing and comprehension in English are at a level where they can be successful in the mainstream all English environment. The Title III biennial report mandates that districts report all students that are unsuccessful after exiting and must be reclassified as LEP.
Austin ISD Office of Bilingual Education/ESL

13. What about ELLs in Special Education?
Austin ISD Office of Bilingual Education/ESL

14. ARD LPAC Collaboration
4/15/2017
ARD LPAC Collaboration
For LEP students receiving special education services, the Admission, Review and Dismissal (ARD) committee must work in conjunction with the LPAC to determine exiting.
According to Commissioner’s Rules that the full ARD committee and full LPAC must work in conjunction on decisions regarding identification and placement [§ (f)(4)(k)].
(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 regular, all-English, instructional program. This determination shall be based upon all of the following:
(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, §39.023(a), or a TEA-approved English language arts assessment instrument administered in English, or a score at or above the 40th percentile on both the English reading and the English language arts sections of a TEA-approved norm-referenced assessment instrument for a student who is enrolled in Grade 1 or 2; and
(3) TEA-approved criterion-referenced written tests when available and the results of a subjective teacher evaluation.
[(1) This determination shall be based upon tests that measure the extent to which the student has developed oral and written language proficiency and specific language skills in both the student's primary language (for students enrolled in bilingual education) and English, and one of the following:]
[(A) meeting state performance standards for the English language criterion-referenced assessment instrument for reading and writing (when available) required in the Texas Education Code (TEC), §39.023, at grade level; or]
[(B) scoring at or above the 40th percentile on both the English reading and the English language arts sections of a TEA-approved norm-referenced assessment instrument.]
[(2) In making this determination, districts shall also consider other indications of a student's overall progress, including criterion-referenced test scores, subjective teacher evaluation, and parental evaluation.]
(i) A student may not be exited from the bilingual education or English as a second language program in prekindergarten or kindergarten [through Grade 1]. A district must ensure that limited English proficient students are prepared to meet academic standards required by TEC, §
(j) For determining whether a student who has been exited from a bilingual education or English as a second language program is academically successful, the following criteria shall be used at the end of the school year:
(1) the student meets state performance standards in English of the criterion-referenced assessment instrument required in the Texas Education Code, §39.023, for the grade level as applicable; and
(2) the student has passing grades in all subjects and courses taken.
(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. The decision to exit a student who receives both special education and special language services from the bilingual education or English as a second language program is determined by the ARD committee in conjunction with the language proficiency assessment committee in accordance with applicable provisions of subsection (h) of this section.
Austin ISD Office of Bilingual Education/ESL

15. ARD LPAC Collaboration
An ARD LPAC Committee meeting must be held for a Special Education student in order to determine the LEP exit criteria of student as well determine the appropriateness of exiting the student when the criteria has been met.
Austin ISD Office of Bilingual Education/ESL

16. Austin ISD Office of Bilingual Education/ESL
ARD/LPAC Collaboration meeting is required for ELLs who are also in Special Education.
ARD/LPAC Collaboration must happen and be documented in SEEDS before the Annual Review LPAC meeting.
Refer to ARD/LPAC Collaboration Handout
Austin ISD Office of Bilingual Education/ESL

17. ARD LPAC Documentation
Once a student is recommended for exiting LEP status in SEEDS, the exit criteria and decision is transmitted to LPAS.
LPAC must exit the student in LPAS to receive a parent notification form to be sent home for a signature.
Austin ISD Office of Bilingual Education/ESL

18. LPAC Responsibilities
4/15/2017
LPAC Responsibilities
The LPAC must ensure that the exit decisions are appropriate so that reclassification as LEP and re-entry to a Bilingual/ESL program can be avoided.
All members should be confident in the decision to exit each student using the state criteria.
Austin ISD Office of Bilingual Education/ESL

19. Parent Signature Approval Requirement
4/15/2017
Parent Signature Approval Requirement
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 2 years.
Parent’s signature approval of the student’s exit must be present in the student’s record folder
Austin ISD Office of Bilingual Education/ESL

20. What happens after LEP students exit the Bilingual or ESL program?
4/15/2017
What happens after LEP students exit the Bilingual or ESL program?
Austin ISD Office of Bilingual Education/ESL

21. Monitoring Exited Students
4/15/2017
After Exiting
Monitoring Exited Students
The LPAC committee is also responsible for monitoring exited students for the two years that follow the year that they exit the Bilingual or ESL program.
TEC §
Monitoring consists of incremental, documented review of grades, academic progress,TAKS scores, etc...
The specific items that must be monitored for students who have been exited from the Bilingual Education or ESL Program within the last 2 years are clearly stated in TEC § , which is included in Section I of the Manual.
Sec.    EVALUATION OF TRANSFERRED STUDENTS; REENROLLMENT. (a) The language proficiency assessment committee shall reevaluate a student who is transferred out of a bilingual education or special language program under Section (g) if the student earns a failing grade in a subject in the foundation curriculum under Section (a)(1) 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.
(b)  During the first two school years after a student is transferred out of a bilingual education or special language program under Section (g), the language proficiency assessment committee shall review the 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 (a)(1);
(3)  the student's performance on each assessment instrument administered under Section (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.
(c)  After an evaluation under this section, the language proficiency assessment committee may require intensive instruction for the student or reenroll the student in a bilingual education or special language program.
Austin ISD Office of Bilingual Education/ESL

22. Austin ISD Office of Bilingual Education/ESL
Conduct English LAS Links Updates prior to the LPAC meeting
Hold ARD/LPAC meetings for Special Education students that you think should exit
Plan ahead to get signatures for exiting students.
Austin ISD Office of Bilingual Education/ESL

23. Austin ISD Office of Bilingual Education/ESL
4/15/2017
What if exited students are not successful in the general education classroom?
Austin ISD Office of Bilingual Education/ESL

24. Reclassification/Exit LPAC Responsibilities
4/15/2017
Reclassification/Exit LPAC Responsibilities
Newly exited students naturally experience adjustments to the mainstream classroom environment.
Districts should be aware of this and utilize all available resources to ensure former ELL students continue to achieve academic success.
Austin ISD Office of Bilingual Education/ESL

25. Austin ISD Office of Bilingual Education/ESL
Monitoring
During the first two years after a student is exited out of a bilingual education or special language program under Section
the language proficiency assessment committee shall review the student’s performance at the end of each grading period. The LPAC will consider…
Austin ISD Office of Bilingual Education/ESL

26. Austin ISD Office of Bilingual Education/ESL
Monitoring
(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 (a) (1);
(3) The student’s performance on each assessment instrument administered under Section (a) or (c).;
Austin ISD Office of Bilingual Education/ESL

27. Austin ISD Office of Bilingual Education/ESL
4/15/2017
Monitoring
(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.
Sec.    EVALUATION OF TRANSFERRED STUDENTS; REENROLLMENT. (a) The language proficiency assessment committee shall reevaluate a student who is transferred out of a bilingual education or special language program under Section (g) if the student earns a failing grade in a subject in the foundation curriculum under Section (a)(1) 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.
(b)  During the first two school years after a student is transferred out of a bilingual education or special language program under Section (g), the language proficiency assessment committee shall review the 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 (a)(1);
(3)  the student's performance on each assessment instrument administered under Section (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.
(c)  After an evaluation under this section, the language proficiency assessment committee may require intensive instruction for the student or reenroll the student in a bilingual education or special language program.
Austin ISD Office of Bilingual Education/ESL

28. Austin ISD Office of Bilingual Education/ESL
Monitoring
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.
Austin ISD Office of Bilingual Education/ESL

29. Austin ISD Office of Bilingual Education/ESL
LPAS Forms
L7.1 Annual Status Review- PK-2 Grade Form
L7.1 Annual Status Review Notification
L7.2 Annual Status Review –3rd-12th Grade Form
L7.2 Annual Status Review Notification
Austin ISD Office of Bilingual Education/ESL

30. Austin ISD Office of Bilingual Education/ESL
LPAS Forms
L7.3 Monitoring- Exited students in First Year (F) or Second Year (S)
L7.3 Monitoring Notification
Austin ISD Office of Bilingual Education/ESL

31. Austin ISD Office of Bilingual Education/ESL
LPAS Forms
L15 Annual Review Summary for PK-2 (LPAC Signatures)
L16 Annual Review Summary for 3-12 (LPAC Signatures)
Austin ISD Office of Bilingual Education/ESL

32. Austin ISD Office of Bilingual Education/ESL
4/15/2017
Student Information
Who is responsible for getting all of the LPAC information, maintaining it, and following up?
Austin ISD Office of Bilingual Education/ESL

33. Austin ISD Office of Bilingual Education/ESL
By June 1st
 Share Annual Status Review and Monitoring form directions with teachers who will complete the forms.
Complete L7.1 or L7.2 Annual Status Reviews forms for all ELL/LEP students. This includes students in Bilingual Education, ESL or on denials.
Austin ISD Office of Bilingual Education/ESL

34. Austin ISD Office of Bilingual Education/ESL
Before June 1st
Complete L7.3 Monitoring forms for all students who are within 2 years of exiting LEP status.
Conduct LPAC meetings to review all L7.1 and L7.2 Annual Status Review forms and L7.3 Monitoring forms.
Austin ISD Office of Bilingual Education/ESL

35. Austin ISD Office of Bilingual Education/ESL
Before June 1st
Send home Parent Notifications of the Annual Status Reviews and Monitoring meetings after the LPAC meetings are held.
Receive parent signatures from students who will be exiting or re-entering LEP status.
Austin ISD Office of Bilingual Education/ESL

36. Austin ISD Office of Bilingual Education/ESL
Before June 8th
Close all L7.1, L7.2 Annual Status Reviews an L7.3 Monitoring forms for school year in LPAS
File the Annual Status Review and Monitoring Parental Notifications (with signatures if received) in the student’s green ELL/LEP folder within the cumulative folder
Austin ISD Office of Bilingual Education/ESL