End of Year (EOY) LPAC

Discuss overall performance of individual ELLs

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Sli.do Questions- session open 7 days

#5524 Elem. Tuesday AM Meeting

#1921 Elem. Tuesday PM Meeting

#7121 Elem. AM Wednesday

#9813 Elem. PM Wednesday

LPAC Defined

The Language Proficiency Assessment Committee (LPAC) serves as the foundation for the education of LEP students. At the time a student with a language other than English enters the school system, the committee responsibilities are set in motion.
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As the Chair, you steer the committee in remaining compliant.

If all required members of the LPAC Committee are not present, then IT IS NOT considered an LPAC,

Review, discuss, implement INDIVIDUAL Cognitive, Linguistic and Affective Plan for each LEP Student

EOY is also for annual review and for the following year's (2016-17) placement decisions, which may include the use of linguistic accommodations as appropriate. (TAC §89.1220)
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Create 5 words with the above list

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Composition of LPAC for exiting Special Ed students meeting Special Exit Criteria

The following LPAC is composed of a: 

  • LPAC Chair/campus administrator 
  • ESL teacher/professional transitional language educator 
  • professional special education 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)
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Note:

The LPAC is responsible for reviewing every LEP student’s progress, including students being served, parent denials, students that are being monitored, and students who have met exit criteria. It is important to remember that student progress encompasses not only their growth in language proficiency, but also their academic progress. When the LPAC is making decisions in respect to interventions, accommodations, and future services all of these items need to be considered.

Every LPAC Meeting Needs Minutes & a Roster in LPAS

Every EOY individual student form needs to be closed in LPAS, to include monitoring forms. In other words, all items for each student in LPAS must be closed at your campus.
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Note:

Even if the student meets exit criteria, the LPAC should review all of the above, including the subjective teacher evaluation , before making the decision to reclassify the student.


Emphasize that an intensive review of all data should provide a clear profile of the student’s ability to successfully participate in a general education environment.


The results of all of the information on this slide needs to be documented for the LPAC meeting and also shared with parents in a formal report.

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Discuss CURRENT school year OLPT, STAAR English Reading & Writing, AND Subjective Teacher Evaluation
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If a student had linguistic accommodations on the STAAR for reading OR writing, they should not be considered for exit.
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Four Corners Activity

Agree

Strongly Agree

Disagree

Strongly Disagree

1. LPAC Committee members are advocates for ELL services.

Agree/Disagree Strongly Agree/Strongly Disagree


2. A 10-11 year old student arrives at your campus, they have gaps of unenrollment, due to the gaps of unenrollment, the last time they attended school was in 3rd grade, you place this student in 3rd grade. Agree/Disagree Strongly Agree/Strongly Disagree


3. LPAC Chairs are responsible for sharing with their campus teachers how to access information in LPAS. Agree/Disagree Strongly Agree/Strongly Disagree


4. You are sitting in an ARD as the LPAC representative, student is taking general STAAR, the ARD committee recommends modifying their exit criteria, based on their recommendation, you agree and change the exit criteria.

Agree/Disagree Strongly Agree/Strongly Disagree


5. The LPAC carries as much authority as an ARD.

Agree/Disagree Strongly Agree/Strongly Disagree

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Breaking it down

  • Above shows you flowchart for students that meet exit criteria
  • Below shows you information when parents request that students remain in program
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available but not seen often

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Content Based §89.1210. Program Content and Design. (e) (f) (g)

Every content area teacher is ESL Certified (g) (1)

Pull-Out §89.1210. Program Content and Design. (e) (f) (g)

certified teacher to provide ELA instruction exclusively; pull out OR inclusionary model.

(g)(2)


Recommend inclusionary

HS Students §89.1210. Program Content and Design. (e) (f) (g)

At the high school level, the English language learner receives sheltered instruction in all content areas. A student who has met exit criteria in accordance with §89.1225(h), (j), and (k) of this title may continue receiving services, but the school district will not receive the bilingual education allotment for that student. (g) (2)

Parent Codes p. 238

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Parent Codes

SY 2016-17 Parent codes will need to be changed for students:

  • exiting but parent requests remain in program
  • 8th grader entering high school (PPC of F)
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Note:

Even students with disabilities can ONLY be exited at the end-of the school year, not at the time of the annual ARD.


Emphasize that oral language testing must be conducted at the end of the year prior to the end-of-year LPAC meeting.


The LPAC should also consider the passing rate applicable to the specific grade requirement for reading proficiency.


If a student barely passed, or for students who are in SSI grades, the LPAC should consider how many times the student tested before passing. The LPAC may determine that the student should continue receiving language services based on the data and subjective teacher evaluation.


When considering exiting a LEP student served by special education, use the state exit criteria chart unless the assessments on that chart would not be appropriate based on data and recommendations from key members of the ARD and LPAC, then refer to the LEP/Special Education Exit Flowchart.


REVIEW EXIT CRITERIA CHART


Make sure to obtain parental approval for reclassification.

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Note:

Emphasize that students may not be exited until the end of first grade and even then the LPAC should be cautious of making that determination.

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Note:

Based on this review, key ARD committee members and key LPAC members identify: 1) appropriate listening and speaking (OLPT), reading, and writing assessments; and 2) appropriate student performance standards based on historical data to verify that second language acquisition support in English is not needed to address learning needs.


This collaboration should not attempt to identify an alternate passing standard for the modified and alternate state assessments.


The standards set by the Student Assessment Division are to be followed. These decisions should be made on an individual basis and ONLY if the state assessment is not appropriate. For students taking the state assessment, the state assessment alternate, the standard set by the state must remain the same as the state exit criteria. The proficiency levels on TELPAS may be changed (if it is applicable to the student) to determine exit only on the students IEP. Standards should be determined prior to the administration of the state assessment .


It is strongly encouraged to set the standard at the beginning of the school year. If the student meets the set standard, then the key members of the ARD and key members of the LPAC may make the decision to exit the student.

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Note:

If a student who is in the first or second year of monitoring fails a core content subject, the LPAC is required to meet and review the criteria on the following slides.

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Note:

These are the criteria that must be reviewed if a student that is in the first two years of being monitored fail a core content subject at during any grading period. Evidence must be documented.

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Note:

Evidence must be documented.

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Note:

If the LPAC determines that the student needs intensive instruction, a plan should be established, not just “tutorials.” Student progress should be monitored closely. If the student is going to be reenrolled in bilingual education or a special language program, parental approval is required and the student will be identified in PEIMS as ELL and the district will receive funding. Communication between the Bilingual/ESL teacher and the general education teacher during the year is important in case a LPAC meeting is needed to discuss the student’s reclassification or to discuss any other needed interventions. Districts receiving Title III funding also need to follow any parental notification requirements as specified in the federal law when placing and exiting students.

List One Adjective - Ticket out before reviewing LPAS

One adjective that identifies your campus ELL per grade level.


ex. Pre-K energetic

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89.1210 (c)

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LPAS Changes

LPAS Annual Review is being revised to meet the legal requirements.
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Years in US schools line will be added beneath program received

this will help with the 60 day ruling. Remember PEIMS keeps a record of years in US schools since enrolling. LPAS years in US schools is calculated for assessment purposes beginning in 1st grade.
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combination of ITBS

ITBS is now 2nd through 12th.
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No changes, you still discuss the results and look at patterns, if any.

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This section will change and now it will include the cognitive, affective and linguistic.

The cognitive, affective and linguistic should be discussed at the Annual Review with recommendations made for the upcoming year staff.
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Subjective Teacher Evaluation

Any content area teacher of students can input information that will assist the LPAC committee in making recommendations for SY 2016-17.
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These three areas follow Ch. 89

The plan not only cover the cognitive, affective and linguistic, but it will also be targeted and focused on the student needs.
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This will read: Recommended language of testing for BOY

LPAC chairs you are charged with having your SY 2016-17 teachers look at annual reviews to gain knowledge of what was working for the student in the previous grade level.
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above is for exit criteria

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STAAR Alt 2 administration only

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Signatures are only required if the student is exiting the program.

These forms need to be returned. If they are not, you have the first 30 days to request signatures.
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Reminder that a parent can request that their student remain in the program

These students that remain in the program but meet exit criteria, you exit and use parent code G
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Signature only needed for students that exit.