Language Proficiency Assessment Committee

Language Proficiency Assessment Committee

LANGUAGE PROFICIENCY ASSESSMENT COMMITTEE Framework Manual 2019-2020 19 TAC Chapter 89 19 TAC Chapter 89: Adaptations for Special Populations, Subchapter BB, Adopted July 15, 2018 Commissioners Rules concerning the state plan for educating English learners 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). 2 Copyright Notice The materials are copyrighted and trademarked as the property of the Texas Education Agency (TEA) and may not be reproduced without the express written permission of TEA, except under the following

conditions: 1)Texas public school districts, charter schools, and Education Service Centers may reproduce and use copies of the Materials and Related Materials for the districts and schools educational use without obtaining permission from TEA. 2)Residents of the state of Texas may reproduce and use copies of the Materials and Related Materials for individual personal use only without obtaining written permission of TEA. 3)Any portion reproduced must be reproduced in its entirety and remain unedited, unaltered and unchanged in any way. 4)No monetary charge can be made for the reproduced materials or any document containing them; however, a reasonable charge to cover only the cost of reproduction and distribution may be charged. Private entities or persons located in Texas that are not Texas public school districts, Texas Education Service Centers, or Texas charter schools or any entity, whether public or private, educational or noneducational, located outside the state of Texas must obtain written approval from TEA and will be required to enter into a license agreement that may involve the payment of a licensing fee or a royalty. For information contact: Office of Intellectual Property, Texas Education Agency, 1701 N. Congress, Ave., Austin, TX 78701-1494, (512) 463-9270 or (512) 463-9713; email: [email protected] 3

Terminology English learner (EL) Reclassification A student who is in the process of acquiring English and has another language as the primary language; synonymous with English language learner (ELL) and limited English proficient (LEP) The process by which the language proficiency assessment committee (LPAC) determines that an English

learner has met the appropriate criteria to be classified as English proficient English proficient (EP) Exit A student who has met reclassification criteria and is no longer identified as an English learner; synonymous with nonEL, non-ELL, and non-LEP The point at which an English learner has met reclassification criteria and no longer requires bilingual or English as a second language (ESL) program

services; student exits with parent approval 19 TAC 89.1203 4 Equal Educational Opportunity To ensure equal educational opportunity, as required in the Texas Education Code (TEC), 1.002(a) and TEC 29.051, TAC Chapter 89 Subchapter BB 1201(a), policy states a school district shall: (1) identify English learners based on criteria established by the state; (2) provide bilingual education and ESL programs, as integral parts of the general program as described in the TEC, 4.002; learners arecertified affordedteaching

full opportunity to master (3) English seek appropriately personnel to ensure that the essential knowledge and skills required by the state; and (4) assess achievement for essential knowledge and skills in accordance with the TEC, Chapter 29, to ensure accountability for English learners and the schools19that serve 1203 (5) TAC 89.1201; them. 5 Purpose of the LPAC Framework

The LPAC Framework is organized into the following sections: Introduction o Establishment of the LPAC o General English learner policies Identification o Procedures and assessment practices o Decision-making for identification Placement o Parent notification and approval o Establishment of Bilingual and ESL programs 6 Purpose of the LPAC Framework English Learner Services

o Bilingual and ESL program models o Staffing and staff development Review and Reclassification o Ongoing and annual review o Reclassification and exit Monitoring and Evaluation o Monitoring of reclassified English learners o Program evaluation 7 TAC Ch. 89 LPAC Establishment

LPAC Policy and Training LPAC Membership LPAC Requirements Required LPAC Meetings Required English Learner Documentation 8 LPAC Policy and Training School districts shall by local board policy establish and operate a language proficiency assessment committee. The school district shall have on file policy and procedures for the selection, appointment, and training of members of the language proficiency assessment committee(s). School districts may join with other school districts to

provide bilingual education or ESL programs. Establish and operate a sufficient number of LPACs. Train a sufficient number of parents. 19 TAC 89.1220 (a); 89.1205 (e) 9 LPAC Membership The LPAC shall include o an appropriately certified bilingual educator (for students served through a bilingual education program), and/or an appropriately certified ESL educator (for students served through an ESL program), o a parent of an English learner participating in a bilingual or ESL program, and o a campus administrator in accordance with Texas Education Code (TEC), 29.063. (Function 23) In addition to the three required members of the LPAC, the school district may add other trained members to the committee.

No parent serving on the LPAC shall be an employee of the school Not even if they work as contracted services or third district. parties. 19 TAC 89.1220 (b)(d); 1203 (2); TEC 29.063 10 LPAC Membership The bilingual LPAC is composed of a The ESL LPAC is composed of a campus administrator, parent of a current English learner participating in a bilingual or ESL program, and

certified bilingual educator. All members must be present! certified ESL teacher. 19 TAC 89.1220 (b); TEC 29.063 11 LPAC Requirements Upon their initial enrollment and at the end of each school year, the language proficiency assessment committee shall review all pertinent information on all English learners identified in accordance with 89.1226(f) of this title (relating to Testing and Classification of Students) (1)designate the language proficiency level of each English learner in accordance with the guidelines issued pursuant to

89.1226(b)-(f) of this title; (2)designate the level of academic achievement of each English learner; 19 TAC 89.1220 (g) 12 LPAC Requirements (3)designate, subject to parental approval, the initial instructional placement of each English learner in the required program; (4)facilitate the participation of English learners in other special programs for which they are eligible while ensuring full access to the language program services required under the TEC, 29.053; and (5)reclassify students, at the end of the school year only, as English proficient in accordance with the criteria described in 89.1226(i). 19 TAC 89.1220 (g)

13 LPAC Requirements All members of the LPAC, including parents, shall be acting for the school district and shall observe all laws and rules governing confidentiality of information concerning individual students. The school district shall be responsible for the orientation and training of all members, including the parents, of the LPAC. All LPAC members shall be trained annually. All LPAC records must be maintained for five years after reclassification. The five year period begins at the first year of monitoring. 14 LPAC Requirements If the parents primary language is other than English,

o the training shall be provided in the parents primary language or delivered via interpreter, and o the meetings shall be conducted in the parents primary language or via interpreter, as needed. 15 Required LPAC Meetings Within four calendar weeks of the initial enrollment, for identification and/or review Prior to state assessments, for determination of appropriate assessments and designated supports At the end of the year, for annual review and for the following years placement decisions As needed, to discuss student progress 19 TAC 89.1220 (g) (i)

16 Required English Learner Documentation The students permanent record shall contain documentation (paper or electronic) of all actions impacting the English learner. Documentation shall include the identification of the student as an English learner; the designation of the student's level of language proficiency; the recommendation of program placement; parent approval of entry or placement into the program; the dates of entry into, and placement within, the program; 19 TAC 89.1220 (l) 17 Required English Learner

Documentation assessment information as outlined in Chapter 101, Subchapter AA, of this title; additional instructional interventions provided to address the specific language needs of the student; the date of exit from the program and parental approval; the results of monitoring for academic success, including students formerly classified as English learners, as required under the TEC, 29.063(c)(4); and the home language survey. 19 TAC 89.1220 (l) 18 LPAC Requirements: Coordination of Services The LPAC may also recommend other programs or services offered through the school district.

The LPAC is also responsible for facilitating student participation in other special programs (Advanced Academics/Gifted and Talented, Special Education, Career and Technical Education, Dyslexia, etc.). 19 TAC 89.1220 (g)(4) 29 ARD/LPAC Collaboration For English learners with identified special needs: LPAC shall meet in conjunction with the Admission, Review, Dismissal (ARD) committee members to review and provide recommendations with regard to the educational needs of the dual-identified student. Decision-making must be based on the input of members of the LPAC and the ARD committee who are directly familiar with the students language needs

and abilities in the classroom setting. 19 TAC 89.1230 20 Timeline The campus/charter school has, within four calendar weeks of initial enrollment, to complete the testing and convene as an LPAC to determine the English learner status of each student. 19 TAC 89.1220 (e) 21 Four calendar weeks Timeline 22

Timeline Example Student A enrolls August 14, 2019. Holiday Student A will be identified and placed by September 11, 2019. 19 TAC 89.1220 (e) 23 Home Language Survey (HLS) If the response on the HLS indicates that a language other than English is used, the student shall be tested in accordance with 89.1226 of this title (relating to Testing and of Students).*

Classification The HLS shall be administered in English and the primary language whenever possible. The HLS shall contain the following questions. (1) What language is spoken in the childs home most of the time? (2) What language does the child speak most of the time? *Parental permission for language proficiency testing is not required. 19 TAC 89.1215 (b) (c) 24 Purpose of the HLS Dear Parent or Guardian: To determine if your child would benefit from Bilingual and/or English as a Second Language program services, please answer the two questions below. If either of your responses indicates the use of a language other than English, then the school district must conduct an assessment to determine how well your child communicates in English. This assessment information will be used to determine if Bilingual and/or English as a Second Language program services are appropriate and to inform instructional and program placement recommendations. If you have questions about the purpose and use of the Home Language Survey, or you would like assistance in completing the form, please contact your school/district personnel.

For more information on the process that must be followed, please visit the following website: https://projects.esc20.net/upload/page/0084/docs/EL%20Identification_ReclassificationFlowchart%202018.pdf 25 Changes to the HLS 26 Changes to the HLS Parents may request a correction on the HLS only if 1) the child has not yet been assessed for English proficiency; and 2) corrections are made within two calendar weeks of the childs enrollment date. 27 Identification Assessment

19 TAC 89.1226 (b)(c) 28 Testing and Classification For identifying English learners, school districts shall administer to each student who has a language other than English identified on the home language survey: EE, PK3, PK4, Kinder, 1st (1) in prekindergarten through Grade 1, the listening and speaking components of the state-approved and English language test for identification;

PK-K: PreLASproficiency L/S 1st Grade: LAS Links L/ S (2) In Grades 2-12, the listening, speaking, reading, and writing components of the state-approved English language proficiency test for identification. 2nd-12th: LAS Links L/S/R/W 19 TAC 89.1226 (c) 41 Shift to Single, Statewide Assessment Entrance and Exit Procedures

(ESEA section 3113(b)(2)) Describe how the SEA will establish and implement, with timely and meaningful consultation with LEAs representing the geographic diversity of the State, standardized, statewide entrance and exit procedures, including an assurance that all students who may be English learners are assessed for such status within 30 days of enrollment in a school in the State. Title III must NOT be used to purchase these assessments. All testers should complete DRC training/calibration and obtain a certificate before testing students. 30 Guidance for Transition to Single, Statewide Assessment The Texas ESSA State Plan requires that every LEA in Texas use the standardized, statewide assessment for identification and reclassification of English

learners, effective in the 2019-2020 school year. This means: Beginning on the first day of the LEAs 20192020 school year, an LEA must use the state-approved English language proficiency test for identification of English learners. The TTA letter from August 8th allows districts to continue using their previous identification assessments until October 31st. 31 Determining Eligibility in PreK-1st Grade For students in prekindergarten through Grade 1, Levels the student's score from the listening and speaking 1-3 components on the state-approved English language in L/S proficiency test for identification is below the level = designated for indicating English proficiency.

EL This includes children with disabilities. See NOTES. School districts that provide a bilingual education program at the elementary grades shall administer a language proficiency test in the primary language of the student who is eligible to be served in the bilingual education program. Spanish results do not impact identification, only instruction. 19 TAC 89.1226 (d)(f)(1) 32 Prekindergarten Enrollment Children enrolling in a prekindergarten (PK) program Children aged 3 and 4 must meet established eligibility criteria in order to enroll in a PK program. 3- to 4-year-olds may be identified as eligible for PK services beginning on April 1 of the school year prior to enrollment and up to the time of enrollment.

Identification as an English learner (LEP/EL), following state process for identification, is one way a child demonstrates eligibility for PK. Children must not be tested before they turn 3 years old. Districts must wait to test 2 year olds until they turn 3. If EL is the only criteria they might meet to be enrolled in PK, then child must not start school until eligibility is met. 33 Prekindergarten and Early Education Enrollment Children with identified special needs enrolling in school at age 3 or 4 These children are eligible for program services through special education due to disability. Within four calendar weeks of initial enrollment, the LPAC completes the state process for EL identification as necessary and meets with the ARD committee to determine EL

identification and appropriate programming placement to ensure both special education and language program services. English learners qualify for prekindergarten (PK); however, ELs may be coded as Early Education (EE) based on special education services in conjunction with their language program services. 34 Prekindergarten Students and the HLS PK includes EE, PK3 and PK4 35 Determining Eligibility in

Grades 2-12 For students in Grades 2-12 the student's score from the listening, speaking, reading, and writing components on the state-approved English language proficiency test for identification is below the level designated for indicating English proficiency. Levels 1-3 in either L, S, R or W = EL At any grade level, a student shall be identified as an English learner if the student's ability in English is so limited that the English language proficiency assessment described in subsection (c) of this section cannot be administered. 19 TAC 89.1226 (f)(2)(g) 50 Students Transferring From

Within Texas For students previously enrolled in a Texas public school: The receiving district shall: request and secure the student records, including the home language survey and all LPAC documentation. make multiple attempts to obtain the students home language survey and other LPAC documentation. document in writing all attempts to contact the sending district to request records. 19 TAC 89.1215 (d) 51 Students Transferring From Within Texas Once LPAC documentation has been received from the previous Texas district, Determine if evidence indicates that the student was

previously identified as an English learner in Texas. If the student was previously identified as an English learner in Texas, the district does not proceed with a new identification process. The receiving district, honors the original identification as an English learner, documents the evidence found in the LPAC paperwork, provides the continuation of services (bilingual or ESL), and NEW!!! DO NOT administer a new HLS, guardian. communicates continuation of services with

the parent or even if original is not received! 19 TAC 89.1215 (d) 38 Students Transferring From Outside of Texas If a student transfers from a school outside of Texas, the school district shall do the following: Review any documentation brought in by the student. Determine if evidence indicates that the student was previously enrolled in a Texas school. If evidence indicates the student was identified as an English learner in Texas, follow procedure on previous slide. * Student continues to be coded EL until meeting Texas reclassification criteria.

If there is no evidence that the student was identified as an English learner in Texas, proceed with Texas identification process, including administration of the HLS for identification, as outlined for students new to Texas public schools who have never been enrolled previously. 39 Dual-Identified Students When identifying an English learner who is also served through special education: The states established process for identification is followed. An attempt to assess the child for language proficiency must be made and documented.

19 TAC 89.1230 (b) 40 Dual-Identified Students When identifying an English learner who is also served through special education, the LPAC in conjunction with the ARD Committee shall: Implement assessment procedures that differentiate between language proficiency and disabling conditions. Identify the student as an English learner if the students ability in English is so limited or the students disabilities are so severe that the English language proficiency assessment cannot be administered. 19 TAC 89.1230 (b) 41 Parent Approval

42 Parent Rights and Responsibilities: Notification (Parent Approval) The parent or legal guardian shall be notified in their primary language and English of the following: Their childs classification as an English learner. The recommendation for placement of their child in the required bilingual education or English as a second language (ESL) program. The purpose, content, and benefits to the student of the recommended bilingual/ESL program. The fact that the recommended bilingual/ESL program is an integral part of the general school program. 19 TAC 89.1240 (a) 43

Parent Rights and Responsibilities: Approval The parent or legal guardian shall: Receive written notice of the student's classification as an English learner and the LPAC request for approval of placement of their child in the recommended bilingual education or ESL program not later than the 10th calendar day after the date of the classification. student's Provide written approval or denial of placement of their child in the recommended program services. 19 TAC 89.1240 (a) 44 Parent Approval Parental approval shall be considered valid for the student's

continued participation in the required bilingual education ESL or program until the student meets the reclassification criteria described in 89.1226(i) of this title (relating to Testing and Classification of Students), or Meets HS the student graduates from high school, graduation criteria or a change occurs in program placement. Pending parent approval of an English learner's entry into services, the school district shall place the student in the recommended program.

19 TAC 89.1240 (a) 45 Program Placement, Without Written Approval A school district may place in or exit a student from a program without written approval of the students parent or guardian if: the student is 18 years of age or has had the disabilities of minority removed; the parent or legal guardian provides approval through a phone conversation or e-mail that is documented in writing and retained; or an adult who the school district recognizes as standing in parental relation to the student provides written approval. This may include a foster parent or employee of a state or

local governmental agency with temporary possession or control of the student. 19 TAC 89.1220 (m) 46 Parent Denial In cases where a parent denies placement in bilingual education or ESL services, the student: Is identified in PEIMS as an English learner with a parent denial, and remains classified as an English learner until the student meets reclassification criteria. Participates in annual the TELPAS assessment until the student meets reclassification criteria. It is the responsibility of the LPAC to monitor the progress of all English learners, including those whose parents have denied program services.

47 Dual-Identified Students When recommending program services for an English learner who is also served through special education, the LPAC in conjunction with the ARD committee shall: establish placement procedures that ensure that placement in a bilingual education or ESL program is not refused solely because a student has a disability. facilitate student participation in other special programs (Advanced Academics/Gifted and Talented, Special Education, Career and Technical Education, Dyslexia, etc.) while ensuring full access to the language program services. 19 TAC 89.1230 (b) 19 TAC 89.1220 (g)(4) 48

English Learner Services Bilingual education and ESL programs shall be integral parts of the total school program. Such programs shall use instructional approaches designed to meet the specific language needs of English learners. The basic curriculum content of the programs shall be based on the Texas Essential Knowledge and Skills (TEKS) and the English language proficiency standards (ELPS) required by the state. 19 TAC 89.1201 (d); 1203 (6) 49 English Learner Services 50

Bilingual Education Program Definition Six State-Approved Program Models for ELs TEC 29.066; TAC 89.1210 Districts must serve English learners (ELs) through BE or ESL Bilingual Education (BE) Program Models Transitional Early Exit Transitional

Late Exit Dual Language Immersion One Way English as a Second Language (ESL) Program Models Dual Language Immersion Two Way 20+ ELs @ same grade and primary language district-wide = BE program required in elementary*

ESL ContentBased ESL Pull-Out 1+ EL = ESL program required *Elementary = PK through 5th grade (or through 6th grade if clustered with elementary) 51 Bilingual Education Program Definition A bilingual education program of instruction established by a school district shall be a full-time program of duallanguage instruction (English and primary language) that provides for learning basic skills in the primary language of

the students enrolled in the program and for carefully structured and sequenced mastery of English language skills under TEC 29.055(a). 19 TAC 89.1210 (a)(1); 1203 (4) 52 Bilingual Education Program Models The bilingual education program shall be implemented through at least one of the following program models: Transitional bilingual/early exit Transitional bilingual/late exit Dual language immersion/one-way Dual language immersion/two-way 19 TAC 89.1210 (c) 53

Transitional Bilingual/ Early Exit General Description Transitional bilingual/early exit is a bilingual program model in which students identified as English learners are served in both English and another language and are prepared to meet reclassification criteria to be successful in English-only instruction not earlier than two or later than five years after the student enrolls in school. Certifications Instruction in this program is delivered by a teacher appropriately certified in bilingual education under TEC, 29.061(b)(1) for the assigned grade level and content area. Goal The goal of early-exit transitional bilingual education is for program participants to utilize their primary language as a resource while acquiring full proficiency in English. Instructional Approach This model provides instruction in literacy and academic content through the medium of the students primary language, along with instruction in English that targets second language development through academic content.

19 TAC 89.1210 (c)(1) 72 Transitional Bilingual/ Late Exit General Description Transitional bilingual/late exit is a bilingual program model in which students identified as English learners are served in both English and another language and are prepared to meet reclassification criteria to be successful in English-only instruction not earlier than six or later than seven years after the student enrolls in school. Certifications Instruction in this program is delivered by a teacher appropriately certified in bilingual education under TEC, 29.061(b) (2) for the assigned grade level and content area. Goal The goal of late-exit transitional bilingual education is for program participants to utilize their primary language as a resource while acquiring full proficiency in English. Instructional Approach This model provides instruction in literacy and academic content through the medium

of the students primary language, along with instruction in English that targets second language development through academic content. 19 TAC 89.1210 (c)(2) 73 Dual Language Immersion/ One-Way General Description Dual language immersion/one-way is a bilingual/biliteracy program model in which students identified as English learners are served in both English and another language and are prepared to meet reclassification criteria in order to be successful in English-only instruction not earlier than six or later than seven years after the student enrolls in school. Certifications Instruction provided in a language other than English in this program model is delivered by a teacher appropriately certified in bilingual education under TEC, 29.061. Instruction provided in English in this program model may be delivered either by a teacher appropriately certified in

bilingual education or by a different teacher certified in ESL in accordance with TEC 29.061. Goal The goal of one-way dual language immersion is for program participants to attain full proficiency in another language as well as English. Instructional Approach This model provides ongoing instruction in literacy and academic content in the students primary language as well as English, with at least half of the instruction delivered in the students primary language for the duration of the program. 19 TAC 89.1210 (c)(3); 1203 (3) 74 Dual Language Immersion/ Two-Way General Description

Dual language immersion/two-way is a bilingual/biliteracy program model in which students identified as English learners are integrated with students proficient in English and are served in both English and another language and are prepared to meet reclassification criteria in order to be successful in English-only instruction not earlier than six or later than seven years after the student enrolls in school. Certifications Instruction provided in a language other than English in this program model is delivered by a teacher appropriately certified in bilingual education under TEC, 29.061, for the assigned grade level and content area. Instruction provided in English in this program model may be delivered either by a teacher appropriately certified in bilingual education or by a different teacher certified in ESL in accordance with TEC 29.061, for the assigned grade level and content area. Goal The goal of two-way dual language immersion is for program participants to attain full proficiency in another language as well as English. Instructional Approach

This model provides ongoing instruction in literacy and academic content in English and another language with at least half of the instruction delivered in the non-English program language for the duration of the program. 19 TAC 89.1210 (c)(4) 75 Summary: State-approved Bilingual Education Program Models Program Model Transitional bilingual / early exit Transitional bilingual / late exit Dual language immersion / one way

Dual language immersion / two way Goal Instruction Primary language used as a resource Full proficiency in English is acquired to participate equitably in school Literacy and academic content in primary language and English Teacher(s) certified in grade level/content area and in bilingual education

Primary language instruction decreases as English is acquired Full proficiency in primary language is attained Full proficiency in English is attained to participate equitably in school Full proficiency includes grade-level literacy skills in both languages Literacy and academic content in primary language and English Teacher(s) certified in grade level/content area and in

bilingual education (or paired with an ESL certified teacher) At least half of instruction delivered in the students primary language for the duration of the program Departmentalization vs. Paired Teaching in Bilingual Programs at the Elementary Level Program Model Transitional Bilingual Education Program Models early-exit late-exit

Dual Language Program Models oneway twoway One-way remains coded as one-way even if ELs are reclassified as EPs Departmentalization Paired Teaching Local decision to use more

than one content-area teacher to deliver core content instruction All teachers must be certified in bilingual education Local decision to use two content- area teachers to deliver core content instruction Both teachers must be certified in bilingual education Local decision to use more than one content-area teacher to deliver core content instruction All teachers must be

certified in bilingual education Local decision to use two content- area teachers to deliver core content instruction The teacher delivering the partner language component of instruction must be certified in bilingual education The teacher delivering the English component of instruction must be certified in either bilingual education or English as a Second Language (ESL) ESL Program Models (Secondary) The ESL program shall be implemented through one of

the following program models: ESL/content-based ESL/pull-out 19 TAC 89.1210 (d) 60 ESL/Content-Based General Description An ESL/content-based program model is an English acquisition program that serves students identified as English learners through English instruction Certifications by a teacher appropriately certified in ESL under TEC, 29.061(c) through English language arts and reading, mathematics, science, and social studies. Goal The goal of content-based ESL is for English learners to attain full proficiency in English in order to participate equitably in school. Instructional Approach

This model targets English language development through academic content instruction that is linguistically and culturally responsive in English language arts and reading, mathematics, science, and social studies. 19 TAC 89.1210 (d)(1) 79 ESL/Pull-Out General Description An ESL/pull-out program model is an English acquisition program that serves students identified as English learners through English instruction Certifications provided by an appropriately certified ESL teacher under the TEC, 29.061(c) through English language arts and reading. Goal The goal of ESL pull-out is for English learners to attain full proficiency in English in order to participate equitably in school. Instructional Approach This model targets English language development through academic content

instruction that is linguistically and culturally responsive in English language arts and reading. Instruction shall be provided by the ESL teacher in a pullout or inclusionary delivery model. 19 TAC 89.1210 (d)(2) 80 Summary: State-approved ESL Program Models Program Model Goal English learners receive all content area instruction (English language arts and reading, mathematics, science, and social studies) by teacher(s) certified in ESL and the appropriate grade level and content area. Content-Based

ESL English learners will attain full proficiency in English in order to participate equitably in school. Pull-Out ESL Instructional Approach English learners receive instruction in English language arts and reading (ELAR) by an ESL certified teacher. A pull-out model can be implemented by an ELAR and ESL certified teacher within the ELAR classroom through co-teaching of an ESL

certified teacher and ELAR certified teacher through an additional ESL/ELAR course provided by an ESL and ELAR certified teacher Additions to the Required Bilingual or ESL Program In addition to the required bilingual and/or ESL programs, school districts are authorized to establish a bilingual education program o even if they have an enrollment of fewer than 20 English learners in any language classification in the same grade level district-wide and are not required to do so under subsection (a) of this section. Under this authorization, school districts shall adhere to all program requirements as described in 89.1210, 89.1227, 89.1228, and 89.1229 of this title.

o under subsection (a) of this section. Under this program authorization, at grade levels in which the bilingual education is notschool required districts shall adhere to all program requirements as described in 89.1210, 89.1227, 89.1228, and 89.1229 of this title. School districts may enroll students who are not English learners in bilingual education program or the ESL program in accordance the

with TEC, 29.058. 19 TAC 89.1205 (f) (g); 1233 (b) 64 Dual-Identified Students As an English learner with special needs is served through both special education and language programs, the district shall: Facilitate that support is provided within the language program to ensure access to the content of the students Individualized Education Program (IEP) goals. Ensure that special educators who serve English learners in a self-contained setting are appropriately certified in bilingual education or ESL, in addition to certification in special education. FAQ for English Learners and LPAC 65

Staff Development 19 TAC 89.1245 (e) (f) (e) The commissioner of education shall encourage school districts to cooperate with colleges and universities to provide training for teachers assigned to the bilingual education and/or ESL programs. (f) The Texas Education Agency shall develop, in collaboration with education service centers, resources for implementing bilingual education and ESL training programs. The materials shall provide a framework for: (1) developmentally appropriate bilingual education programs for early childhood through the elementary grades; (2) affectively, linguistically, and cognitively appropriate instruction in bilingual education and ESL programs in accordance with 89.1210(b)(1)-(3) of this title (relating to Program Content and Design); and (3) developmentally appropriate programs for English learners identified as gifted and talented and English learners with disabilities.

66 Ongoing Monitoring of English Learners For English learners participating in a program and those with a parent denial, the LPAC monitors the progress of academic and language proficiency and ensures participation in TELPAS (listening, speaking, reading, and writing) until reclassification as an English proficient student. 67 Reclassification of English Learners For exit from a bilingual education or ESL program, a student may be classified as English proficient only 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: (1) a proficiency rating on the state-approved English language proficiency test for exit that is designated for indicating English proficiency in each the four language domains (listening, speaking, reading, and writing); (2) passing standard met on the reading assessment instrument under the Texas Education Code (TEC), 39.023(a), or, for students at grade levels not assessed by the aforementioned reading assessment instrument, a score at or above the 40th percentile on both the English reading and the English language arts sections of the state-approved norm-referenced standardized achievement instrument; and (3) the results of a subjective teacher evaluation using the state's standardized rubric. See Reclassification Criteria Chart for grade-specific requirements. TEA Bilingual and ESL Programs 19 TAC 89.1226 (i)

68 English Learner Reclassification Rubric Subjective Teacher Evaluation To meet ESSA Title III, Part A requirements as described in the Texas ESSA State Plan for a standardized, statewide exit criteria, the English learner Reclassification Rubric is utilized for the Subjective Teacher Evaluation portion of the reclassification criteria. 69 English Learner Reclassification Rubric 70

Decisions Pending Results If STAAR results are not yet available when the LPAC meets at the end of the school year to make reclassification decisions, the LPAC will conduct the following process: The LPAC makes the decision for reclassification, pending STAAR results, if the student has met all other reclassification criteria and if the LPAC determines that the student will be ready for reclassification if STAAR results demonstrate that the student has met standard (Approaches, Meets, or Masters levels). The LPAC must have a follow-up process as soon as scores are received by the district to enact on the LPAC reclassification decisions pending STAAR results.

Once scores are received, a member of the LPAC will enter the scores into the LPAC documentation and complete the reclassification process for eligible students without the need for another LPAC meeting. 71 Reclassification of English Learners A student in prekindergarten or kindergarten may not be reclassified as an English learner; the first opportunity for an English learner to be considered for reclassification is in grade one. A school district must ensure that English learners are prepared to meet academic standards required by the TEC, 28.0211.

19 TAC 89.1226 (j) 72 Reclassification of Dual-Identified Students For English learners who are also eligible for special education services, the district assures that: decisions regarding reclassification as English proficient are made by the LPAC in conjunction with the ARD committee, implementing assessment procedures that differentiate between language proficiency and disabling conditions; and the standardized process for English learner reclassification is followed, EXCEPT in cases where the student has a significant cognitive disability. 19 TAC 89.1226 (l) 73

Reclassification of English Learners with Significant Cognitive Disabilities For English learners with significant cognitive disabilities, the LPAC in conjunction with the ARD committee shall meet and may: determine that the state's English language proficiency assessment for reclassification is not appropriate because of the nature of the student's disabling condition; may recommend that the student take the state's alternate English language proficiency assessment (TELPAS Alt) and shall determine an appropriate performance standard requirement for reclassification by language domain. 19 TAC 89.1226 (l) 74 English Learner Reclassification Chart

75 Parent Notification and Approval The school district shall: Give written notification to the student's parent or legal guardian that their child has met all criteria to be reclassified as English proficient; Share the LPACs recommendation for program exit, or for continued participation in program (e.g. for students in a dual language immersion program); Acquire written parental approval, as appropriate, for exit from thebilingual education or ESL program, and as required under the Texas Education Code, 29.056(a).

19 TAC 89.1240 (b) 76 Parent Notification and Approval Students meeting the requirements for reclassification may, at parent request, continue in the bilingual education or ESL program, at the districts discretion. Reclassified students who continue to participate in program services do not generate bilingual education allotment funds. If the child continues in DL, thanks to HB3 now they generate 5% for the Bilingual Allotment as English Proficient students in 2-Way DL. 19 TAC 89.1240 (b) 77

Monitoring After Reclassification EL with Parent Denial (no bilingual program services) Bilingual Program Services ESL Program Services EL with Parent Denial (no ESL program

services) Meets Reclassification Criteria Meets Reclassification Criteria English Proficient English Proficient (Monitor) F(M1) S(M2) ---------3 (M3) 4(M4) 5 Former LEP/EL

(Monitor) F(M1) S(M2) ---------3 (M3) 4(M4) 5 Former LEP/EL 78 Monitoring After Reclassification The LPAC shall monitor the academic progress of each student who has met criteria for reclassification in accordance with TEC, 29.056(g) for the first two years after reclassification. Monitoring for the first two years after reclassification includes students who have a parental denial.

PEIMS codes F (first year) and S (second year) This is a State requirement. 19 TAC 89.1220 (k) 79 Reclassified Students (F&S Only) 19 TAC 89.1220 (k) In accordance with TEC, 29.0561, the language proficiency assessment committee shall review the student's performance and consider: (1) the total amount of time the student was enrolled in aeducation or special language program; bilingual (2) the student's grades each grading period in each subject

in the foundation curriculum; 80 Reclassified Students (F&S Only) (3) the student's performance on State assessments; (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 TEC, Chapter 37, Subchapter A (Alternative Settings for Behavior Management). 19 TAC 89.1220 (k) 81 Monitor Year (3) and (4) Students The LPACs sole responsibility for students in monitoring

years 3 and 4 is to coordinate with PEIMS to ensure students that are coded appropriately. The LPAC does not monitor academic progress of students in monitoring years 3 and 4. ESEA requires this data collection for accountability purposes only. This is a federal requirement. ESEA Section 3121(a)(5) 82 OTHER LPAC MINUTES LPAC OPERATION REPORT BLUE LPAC FOLDER BILINGUAL TIMELINE

CONFIDENTIALITY STATEMENT TEACHER ASSIGNMENT LIST PERSONNEL RESPONSIBLE IDENTIFICATION AND PLACEMENT CONFERENCES TABE-OCTOBER RGV TABE-JANUARY THANK YOU! CONTACT US IF YOU HAVE ANY QUESTIONS: Dr. Quesada, Director, [email protected] Cindy Aragon, Secretary, [email protected] Teri McMurray, Bilingual/ESL clerk, [email protected] Cristina Salazar, Bilingual/ESL clerk, [email protected]

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