End of Year (EOY) LPAC
Discuss overall performance of individual ELLs
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
As the Chair, you steer the committee in remaining compliant.
Review, discuss, implement INDIVIDUAL Cognitive, Linguistic and Affective Plan for each LEP Student
#1 Responsibility for EOY
#2 Review at EOY
#3 EOY Exit and/or Reclassify
Create 5 words with the above list
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)
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
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.
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
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
One Way DL
Student can meet exit criteria and if parent requests that the student remain in DL classroom, parent code G.
G: Parent/Guardian approved placement of a recently exited non-LEP student in bilingual or ESL program.
Two Way DL
Student can meet exit criteria and if parent requests that the student remain in DL classroom, parent code G.
G: Parent/Guardian approved placement of a recently exited non-LEP student in bilingual or ESL program.
Late Exit
Student can meet exit criteria and if parent requests that the student remain in late exit classroom, parent code G.
G: Parent/Guardian approved placement of a recently exited non-LEP student in bilingual or ESL program.
available but not seen often
Content Based §89.1210. Program Content and Design. (e) (f) (g)
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)
Parent Codes p. 238
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)
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.
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.
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.
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.
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.
Note:
Evidence must be documented.
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