Welcome Back LPAC Chairs
REMINDERS
TO DO:
LPAC Parent:
English
Spanish
Share LPAS with Teachers
Annual Review- notes and Classroom Accommodations
Initial LPAC
YEARS IN US SCHOOLS
DATES TO REMEMBER
http://www.livebinders.com/play/play?id=1757635
Instructions for Years in U.S. Schools Data Colection:
Beginning with the 2013–2014 school year, a student must have been enrolled for 60 consecutive school days in order for that year to be counted as one year in the calculation. When counting 60 consecutive school days for students who withdraw from a U.S. school and then re-enroll in another U.S. school, districts should restart the count at day 1 only in cases in which the student was not enrolled in another school for 10 or more consecutive school days. Students that re-enroll in another school in less than 10 days continue to be counted within the one year of the Years in U.S. school calculation. However, once a student has been enrolled for 60 consecutive school days within a school year, that school year will count as one year in the calculation of years in U.S. schools regardless of any subsequent periods of unenrollment.
2013-2014 March 5
2014-2015 March 3
2015-2016 March 1
Students from outside of Texas
If another language other than English is entered the student will receive testing as if he/she is new to the US.
Students coming from outside of the U.S. need to have a Student History Worksheet in their Cum Folder. A copy is found in the LiveBinder under the Assessment tab. Students qualifying for SIFE will be determined using this document.
The District and Campus Coordinator Manual under the TELPAS tab on page T-29 states:
■ Unschooled Asylees/Refugees
These ELLs are determined to be unschooled asylees or refugees in accordance with state-established criteria. These students lack literacy skills in their first language and basic subject-matter knowledge and skills. They may also lack basic social skills and have experienced emotional trauma as a result of their previous circumstances. It is highly critical that this category be coded accurately for proper identification of these students.
■ Students with Interrupted Formal Schooling (SIFE)
These ELLs attend school in the U.S., withdraw and leave the U.S. for a period of time, and then return to the U.S. The period of time outside of the U.S. or the number of times the student is withdrawn from U.S. schools is significant enough that growth in English and learning of subject matter are affected. z These ELLs may also come to the U.S. with limited or no prior schooling. They lack literacy skills in their first language, basic subject-matter knowledge and skills, or basic social skills. For the purpose of this data collection, include ELLs who did not attend school for a period of time such that the ability to learn English and new grade level subject-matter knowledge and skills is significantly affected.
Reference: LPAC Framework; Presentations: LPAC Framework Manual-Trainer Slides
Students transferring from other Texas Districts
If no LPAC paperwork has been received after 10 days, the student will need to be tested for placement.
Scheduling LPACs
Please share your LPAC schedule with your LPAC Parent so that they can prepare their own schedules in anticipation of the campus needs.