1. Bilingual/ESL Department Cynthia S. Cruz 2011-2012 Language Proficiency Assessment Committee

2. http://ritter.tea.state.tx.us/rules/tac/chapter089/ch089bb.html 2 Adaptations for Special Populations Subchapter BB. Commissioner’s Rules Concerning State Plan for Educating Limited English Proficient Students

3. Clarification of legal requirements Review of forms for implementation of Bilingual/ESL program 3

4. Delineate steps for:  identification –----- assessing students whose Home Language Survey has 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 Limited English Proficient (LEP)  monitoring –-------- reviewing progress and performance of LEP students 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 4

5. LPAC 5

6. FORM 802-001  Complete FORM 802-001 and turn in to Bilingual/ESL Department with September minutes  Be prepared for possible review by assigned Bilingual/ESL Department staff member prior to September submission date  ALL LPAC members MUST be trained by Bilingual/ESL Department Staff on a yearly basis  Parent may not be an employee of the Laredo ISD 6

7. Form 802-002  EACH LPAC Member must fill out and sign an Affidavit of Confidentiality, Form 802-002  English or Spanish 7

8.  All required members are given prior notification of meeting  A chairperson conducts the meeting  Members review and discuss all students’ data and information  Members sign and date all documentation/LPAC forms  Decisions are included in LPAC minutes which are kept in a central location (campus – Bilingual Dept.)  Documentation for student is filed in the student’s permanent record folder (bilingual section) 8

9.  Upon initial enrollment – within the student’s first four weeks (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  Monthly/every six-weeks to discuss new entries and/or student progress 9

10.  Identification of LEP students  Assessment and documentation review  Placement  Instructional methodologies and/or interventions  Linguistic accommodations for assessment  Coordination  Parental Approval  Annual Review (linguistic and academic progress) 10

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12. ALL STUDENTS Home Language Survey 12

13.  If answered Spanish (or language other than English) to question #1 or 802- 003a/b #2, 802- 003a/b proceed to testing to determine English proficiency  Do not include the Home Language Survey in registration packet given out to all students (only one HLS is required upon initial entry to the district) 13 *Parent permission for language proficiency is not required.

14.  If a student transfers from a school in Texas try to get as much original documentation as possible, especially the Home Language Survey  If a student transfers from a school outside of Texas review documentation and proceed with TEXAS law, including Home Language Survey  Try to obtain proof of previous schooling (report cards, constancia de estudios)  Information regarding previous schooling is VERY IMPORTANT, especially if student has resided outside U.S. for 2 consecutive years (start counting in 1 st grade) regardless of where he/she was born (802-022a/b) 14

15. 15 Test PreK – 1 st Grade Oral Language Proficiency Test (OLPT) – score is below the level designated 2 nd – 12 th Grade OLPT + Norm referenced standardized achievement test – score is below the 40 th percentile or English is so limited that instrument is not valid

16.  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 committee are indentified as LEP. 16

17.  Follow the testing schedule  Make sure your school has enough personnel trained by the Bilingual Department  Order sufficient testing materials and plan ahead  Refer to LAS Links price list  The campus has four weeks (20 school days) to complete the testing and meet to determine the LEP status of each student - including Permission Letter (802-007a & b Elementary/ (802-007a & b Elementary/ 802-008a & b Secondary) 802-008a & b Secondary) 17

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19. The LPAC must meet to review all assessment results to determine LEP status. 19 LEPNon-LEP

20.  Fill out necessary documentation prior to LPACing  At initial entry, fill out top section ONLY  Refer to HLS to determine years of schooling in US and if student is Recent Immigrant or Recent Arrival as per PEIMS definition 20

21.  ID# = District ID, not Social Security number  RS = Raw Score, for Pre-LAS 2000 only  SC = Scale Score, for LAS Links  NRT = Norm Referenced Test, Terra Nova- CAT  Initial Enrollment date in US schools = look for documentation  Documentation in place = use checkmarks student has been away from U.S. for TWO consecutive years  Student Status = Recent Immigrant (not born in US), Recent Arrival (born in the US), but in both cases student has been away from U.S. for TWO consecutive years  Y1, Y2, Y3 = A student who attended 1 st grade, left for two years and then came back for 4 th grade would be a Y2 student. The count starts in 1 st grade  Immigrant after 3 years = student has had immigrant status for 3 years already. Remember to add an END DATE in School-Max Enterprise under demographics.  Initial LPAC Decision Date = date the LPAC met  PEIMS entry date = date signed by parent on the Permission Letter 21 Student Name: ____________ID #_______________ PEIMS # ________________ DOB:______________ Initial Enrollment date in U.S. Schools ______Documentation in Place:____ HLS _____Permission Letter ___* EIS 802-030 (If new HLS, this form not required) Student Status: _____Recent Immigrant (_____Y1, ____Y2, _____Y3) _____Immigrant (after Y3) _____New Entry ______Continuing LEP _____Recent Arrival (_____Y1, ____Y2, _____Y3) _____Migrant Initial LPAC Decision Date _________ PEIMS Entry Date __________ Parental Denial/Waiver _____ (Y/N) Initial OLPT Level and Raw Score Campus____________ English Level_______ RS/SC_____ Spanish Level ______ RS/SC ____ Test used: ______Date:_______ NRT RDNG________% Lang.________% (2 nd gr. On) _________ LPAC Student Assessment History for LEP Students

22.  DO NOT hand out letter at time of registration 802-007a/b (Elementary) 802-008 a/b Secondary)  Letter MUST be signed AND dated by PARENT, 802-007a/b (Elementary) 802-008 a/b Secondary)  If student was tested in the summer with OLPT (Pk3-4), please indicate with initialed handwritten note (Summer Testing) on HLS. That will account for lapse of more than 20 days from HLS to final LPAC review/date on letter  NEVER, EVER backdate and NEVER, EVER ask parents to leave date blank 22

23. TRANSITIONAL BILINGUAL/EARLY EXIT (B2) DUAL LANGUAGE/TWO WAY (B4)  Content area instruction is provided in both the student’s primary language and English  Literacy development in the primary language facilitates transfer from primary language (L1) to second language (L2)  Oral language testing requirements in both the primary language and English must be reviewed for placement  ESL is a component of the bilingual program 23 ESL/CONTENT BASED (E2)

24.  Pending parent approval of LEP student’s entry into the Bilingual/ESL program, the district/school will place the student in the recommended program. Upon approval, the student will be coded LEP in PEIMS. ** The date the parent signs the parental approval form indicates the entry date/LEP funding begins. 24

25.  If a parent denies the placement decision, then the student is identified in PEIMS as LEP with a parental denial until the student meets exit criteria  Parent denials still participate in TELPAS  The LPAC monitors/annually reviews the student’s progress for two years after they meet exit criteria **The LPAC should inform teachers which students are parent denials 25

26. Denies  If a PK student is identified LEP 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. 26

27.  Use form 802-004b to document Parental Denials (Waivers) 27

28. 802-005  Use form 802-005 to document attempts to collect forms sent home  This is especially important if Identification Process goes beyond the required 20 days  attach Truant Officer’s documentation if possible 28

29. 802-004a  Use Form 802-004a to list names of students to be enrolled in the Bilingual/ESL Program (new entries) Report ST211  Use this form to double check Report ST211 29

30.  A student may only be considered for exiting at the EOY based on the following criteria: Proficiency in oral English language Proficiency in English reading and writing (TELPAS) Consideration of subjective teacher evaluation  The ARD committee, in conjunction with the LPAC shall determine an appropriate assessment instrument and performance standard requirement for exit of LEP students with disabilities ** see exit criteria chart for grade-specific requirements **Pre-Kinder and Kindergarten students may not be exited 30

31. 802-018a/b  Parents must be notified that the student has met state criteria for exit and will be monitored for two years, 802-018a/b  Parent approval of the student’s exit must be present in the student’s permanent record folder 31

32. 802-004c  Use Form 802-004c to list names of students to be Exited “M1”  These are the newly labeled “M1” students in PEIMS 32

33. 33 802-004d  Use Form 802-004d for students to be classified as M1

34.  The LPAC monitors students who are exited from the bilingual program. If the student earns a failing grade in a subject in the foundation curriculum during a grading period in the first two school years after the student is exited, the LPAC must review the information to determine whether the student should be reenrolled in a bilingual program. 34

35. 802-019a & b  Use Form 802-019a & b to monitor performance after Exit  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 35

36. 802-004g  Use Form 802-004g for students to be classified as Non-LEP in Language Classification after M2 status 36

37. 802- 020  Use Form 802- 020for monitoring of continuing LEP students in need of intervention 37

38.  Use Form 802- 014a to document any and all LPAC activity  Indicate action taken  If no action taken during a particular month, LPAC Administrator must sign, date and write in “NO ACTION TAKEN” 38

39. 802-014b  Use Form 802-014b to keep track of LEP Count  Send in by specified date (see “Important Dates to Remember”).  Leave September count throughout the year.  LEP count should match Report ST211 once withdrawals are removed  Keep a copy of triplicate withdrawal forms  Keep track of transfers 39

40. Remember that LPAC decisions DO IMPACT INSTRUCTION (instructional level/placement, language of instruction, 802,014c “to test or not to test”, exiting, etc…) – by MOY all instruction/assessment decisions should have been discussed/agreed upon – (Oct./Jan. minutes), 802,014c **The LPAC should meet consistently and with enough time to review the information carefully. **no “drive-by” meetings or signing sessions are acceptable 40

41.  How many LEP students do we have at each grade level?  How many LEP students learned what they needed to learn on grade level?  How many LEP students progressed one proficiency level in their second language?  What percentage of the LEP students did not learn on grade level this year?  As we reviewed the candidates for Exiting the program, what scores did they have in their Listening, Speaking, Reading, and Writing in their second language?  In what content area were the Monitored students failing regularly?  Are all the decisions of the LPAC reflected correctly on PEIMS?  Are we (LPAC) ready to share this information with our campus staff? 41

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44. 44 Cynthia S. Cruz, Interim Bilingual/ESL Director Elementary Reading Dean Office -721-4510 (4639) Susie Uribe, Secretary (4630) Cynthia S. Cruz, Interim Bilingual/ESL Director Elementary Reading Dean Office -721-4510 (4639) Susie Uribe, Secretary (4630) Eva Lopez (4629) Leyendecker D. D. Hachar Sta. Maria Alma Pierce Gallego Bruni Farias J. C. Martin Daiches Heights Eva Lopez (4629) Leyendecker D. D. Hachar Sta. Maria Alma Pierce Gallego Bruni Farias J. C. Martin Daiches Heights Pilar Tristan (4623) Tarver Ryan Sanchez/Ochoa Dovalina Macdonell Ligarde Milton Kawas Santo Nino Zachry Pilar Tristan (4623) Tarver Ryan Sanchez/Ochoa Dovalina Macdonell Ligarde Milton Kawas Santo Nino Zachry Ilda Gonzalez (4624) Christen Middle Cigarroa Middle Lamar Middle Memorial Middle (Lara) Ilda Gonzalez (4624) Christen Middle Cigarroa Middle Lamar Middle Memorial Middle (Lara) Maria Fransica Gonzalez (4621) Cigarroa High Martin High Nixon High Early College (VMT – Lara) Maria Fransica Gonzalez (4621) Cigarroa High Martin High Nixon High Early College (VMT – Lara) Cindy Garcia, Data Specialist LPAC Contact Person (4620) Cindy Garcia, Data Specialist LPAC Contact Person (4620)