Bilingual and
English as a Second Language
Programs
Handbook
Revised September 2017
1
Table of Contents
PISD Bilingual/ESL Handbook
Position Statement and Definition ----------------------------------------------------------------------------- 2
Goals and Program Guidelines ---------------------------------------------------------------------------------- 3
Program Organization -------------------------------------------------------------------------------------------- 4
Language Proficiency Assessment Committee (LPAC) ---------------------------------------------------- 5
LPAC Members; Training; Duties ----------------------------------------------------------------------------- 5
Student Identification --------------------------------------------------------------------------------------------- 6
Home Language Survey; Assessment ------------------------------------------------------------------------- 6
Placement of Students --------------------------------------------------------------------------------------------- 7
Parent Authority/Notification ----------------------------------------------------------------------------------- 7
Appeals --------------------------------------------------------------------------------------------------------------- 7
Exit Criteria --------------------------------------------------------------------------------------------------------- 8
English Language Learner Flowchart ------------------------------------------------------------------------- 9
Monitoring of Exited Students --------------------------------------------------------------------------------- 10
Reevaluation/Reenrollment ------------------------------------------------------------------------------------- 10
State Assessments ------------------------------------------------------------------------------------------------- 10
Extended Year Program ----------------------------------------------------------------------------------------- 12
Documentation----------------------------------------------------------------------------------------------------- 13
Staffing and Staff Development -------------------------------------------------------------------------------- 14
Parent and Community Involvement ------------------------------------------------------------------------- 14
Accountability ----------------------------------------------------------------------------------------------------- 14
Program Evaluation ---------------------------------------------------------------------------------------------- 15
Additional Information Contacts ------------------------------------------------------------------------------ 15
PISD BE/ESL Forms ---------------------------------------------------------------------------------------- 16
Bilingual/ESL Critical Events Timeline------------------------------------------------------------------- 17
LPAC Parent Membership Request Letter -------------------------------------------------------------- 18
LPAC Member Roster --------------------------------------------------------------------------------------- 19
LPAC Confidentiality Statement --------------------------------------------------------------------------- 20
Certificate of Training for LPAC -------------------------------------------------------------------------- 21
Home Language Survey -------------------------------------------------------------------------------------- 22
LPAC Initial Placement Parent Invitation --------------------------------------------------------------- 23
Parental Approval-Identification & Placement (English) --------------------------------------------- 24
Parental Approval-Identification & Placement (Spanish) -------------------------------------------- 26
LPAC Meeting Minutes Form ------------------------------------------------------------------------------ 28
Student History Worksheet --------------------------------------------------------------------------------- 29
STAAR Participation and Accommodation/Designated Support Decisions ----------------------- 30
Eligibility for STAAR English Assessment Special Provision ---------------------------------------- 32
ELL Instructional Accommodations ---------------------------------------------------------------------- 33
Parental Report on Student Progress (English) --------------------------------------------------------- 34
Parental Report on Student Progress (Spanish) --------------------------------------------------------- 36
End of Year LPAC Invitation ------------------------------------------------------------------------------- 38
Parent Notification and Approval for Exit (English) --------------------------------------------------- 39
Parent Notification and Approval for Exit (Spanish) -------------------------------------------------- 40
Special Education Exit Criteria Bilingual/ESL Services----------------------------------------------- 41
Parent Notification of Student Re-entry into Bilingual/ESL ------------------------------------------ 42
Parent Summer School Survey ----------------------------------------------------------------------------- 43
Bilingual/ESL Summer School Program K-1 ------------------------------------------------------------ 44
Bilingual/ESL Teacher Staff Development Record ----------------------------------------------------- 45
ELL Student Roster ------------------------------------------------------------------------------------------- 46
LPAC Information Tracking Sheet ------------------------------------------------------------------------ 47
Bilingual/ESL Annual Evaluation Report (2-pgs) ------------------------------------------------------ 48
Bilingual/ESL Annual Summer School Evaluation Report ------------------------------------------- 50
EL Student Bilingual/ESL PEIMS Entry Form --------------------------------------------------------- 51
ELL Transfer Request Documentation Form ----------------------------------------------------------- 52
ELL Cumulative Folder Documentation Checklist ----------------------------------------------------- 53
YELLOW FOLDER CONTENTS ------------------------------------------------------------------------- 54
1
POSITION STATEMENT
“English is the basic language of this state. Public schools are responsible for providing a full
opportunity for all students to become competent in speaking, reading, writing, and
comprehending the English language” (TEC §29.051).
Princeton ISD recognizes that the mastery of basic English language skills is a prerequisite to
effective participation in the state’s educational program. Bilingual education and special
language programs can meet the needs of students who are English Language Learners (ELLs)
and facilitate their integration into the regular school curriculum. Therefore, in accordance with
state (Texas Education Code §29.051 and Texas Administrative Code §89.1201) and federal
(Every Student Succeeds Act (ESSA) requirements to ensure equal educational opportunity to
every student, and in recognition of the educational needs of English Language Learners,
Princeton ISD provides bilingual and English as a second language programs for each student
identified as an English Learner (EL) in pre-kindergarten through grade twelve.
The purpose of this handbook is to:
• Familiarize staff, LPAC members, and parents with the definition of limited English
proficiency and provide information regarding state laws and district guidelines for
identifying and serving these students.
DEFINITIONS
English Language Learner (ELL) is defined by the Texas Administrative Code (TAC) §89.1203
as person who is in the process of acquiring English and has another language as the first native
language.
English Learner (EL) is the “classification” used in PISD’s Public Education Information
Management System (PEIMS) for students identified as English Language Learners.
The bilingual education program is a full-time program of instruction for students in Grades PK5 in which both the students’ home language and English shall be used for instruction. Bilingual
education is required for grades PK-5 if 20 or more ELL students are enrolled in one grade level.
PISD has 20 or more ELL students whose native language is Spanish.
English as a Second Language (ESL) is defined by the Texas Education Code (TEC) §29.052 as
a program of intensive instruction in English from teachers trained in recognizing and dealing
with language differences. The purpose of Princeton ISD’s ESL program is to provide second
language instruction for elementary students of other languages than Spanish and older students
in grades 6-12 in which bilingual education is not available.
2
GOALS
The goal of the PISD Bilingual education and English as a second language program shall be to
meet the needs of students whose primary language is other than English and facilitate their
integration into the regular school curriculum. PISD’s goal for all ELL students in the bilingual
or ESL programs is to exit/mainstream into general education classes within five (5) years or less
of program entry.
PROGRAM GUIDELINES
The bilingual education and ESL programs are designed to assist students who are English
Language Learners transition gradually from speaking their home language only to the point that
they are proficient in English. The required bilingual education program (Spanish PK-5) and
English as a second language program for elementary (other languages) and students in grades 612 shall be provided to every ELL student with parent approval until such time that the student
meets exit criteria.
The bilingual and English as a second language programs shall be an integral part of the regular
education program. Both programs are based on the Texas Essential Knowledge and Skills and
utilize instructional approaches designed to meet the special needs of ELL students. These
programs shall be designed to consider the students' learning experiences and shall incorporate
the cultural aspects of the students' backgrounds. The program shall address the affective,
linguistic, and cognitive needs of ELL students. In subjects such as art, music, and physical
education, ELL students shall participate fully with English-speaking students in regular classes
provided in the subjects. Students enrolled in the bilingual or ESL program shall also have a
meaningful opportunity to participate fully with other students in all extracurricular activities.
Bilingual education and English as a second language programs shall be located in the regular
public schools of the district rather than in separate facilities; however, the district may
concentrate the programs at a limited number of schools within the district provided that the
enrollment in those schools shall not exceed 60% limited English proficient. Students shall be
enrolled in classes with other students of approximately the same age. Princeton ISD’s bilingual
program shall be implemented on the Lacy, Godwin, and Harper Elementary Campuses.
Transportation is provided. Students who have not met exit criteria by the end of elementary
school will automatically be transitioned from the bilingual to the ESL program to continue
services. Princeton ISD’s ESL program shall be implemented on every secondary campus within
the district.
The district shall offer a voluntary summer school program for ELL children who will be eligible
for kindergarten or first grade at the beginning of the next school year. The program schedule
will be established by the Board to meet the requirements of the Texas Education Agency. This
will be an intensive language program, which meets standards set by TEA, and the student
teachers ratio will not exceed 18:1.
3
PROGRAM ORGANIZATION
Bilingual Education Program
The bilingual education program at PISD shall be a full-time program of instruction for
students in Grades PK-5 in which both the students’ home language (Spanish) and English
shall be used for instruction. PISD has adopted a ninety percent English and ten percent
Spanish transitional/early exit model for its bilingual program; however, the actual amount of
instruction in each language within the bilingual education program shall be commensurate
with the students’ level of proficiency in each language and their level of academic
achievement. The transitional/early exit model serves students identified as ELs in both English
and Spanish in the core subjects and transfers a student to English-only instruction not earlier
than two or later than five years after the student enrolls in school at which point the district's
ESL program is designed to assist the transition, typically by grade six. Bilingual classes shall
be taught by a certified bilingual teacher using state-adopted English and Spanish instructional
materials and supplementary materials as curriculum tools to enhance the learning process.
English as a Second Language Program (ESL)
The English as a second language program at PISD shall be an intensive program of
instruction in English that is designed to develop proficiency in comprehension,
speaking, reading, and composition in the English Language. This service is provided for
elementary students whose home language is other than Spanish and for students in
Grades 6-12. PISD has adopted the English as a Second Language/pull out model. ESL
classes are taught in English with double emphasis on content and language development.
ESL students shall receive two periods of ELAR, one period for content instruction in
reading and writing and one period for intensive language and vocabulary development.
When scheduling allows, these two periods may be double blocked for seamless
integration of content and language instruction. The ELAR ESL classes shall be taught by
a certified ESL teacher who is trained in recognizing and dealing with language
differences. For all other courses and electives, ELL students shall be mainstreamed in
regular education classrooms where ESL strategies as well as sheltered instructional
approaches shall be provided to assist the ELL students to master the essential knowledge
and skills for the required subjects. The ESL program shall use state-adopted English as a
second language instructional materials and supplementary materials as curriculum tools,
and there shall be ongoing coordination between the English as a second language
program and the regular education program.
4
LANGUAGE PROFICIENCY ASSESSMENT COMMITTEE
(LPAC)
The district shall by local board policy establish and operate a Language Proficiency Assessment
Committee on each campus. Each Campus shall have on file, policy and procedures, the
selection, appointment, and training of members of the LPAC.
BI/ESL LPAC Members- LPAC committees shall include a professional Bilingual or ESL
teacher (depending on the program), a general education teacher (can be an ESL teacher), a
parent of an English Language Learner participating in the program who is not an employee of
the district, and a campus administrator. The parent of each bilingual and ESL student in PISD
shall be extended an invitation to attend all meetings regarding bilingual or English as a second
language program placement, review, and exit for their child.
Training of LPAC Members- The district shall provide orientation and training from current
LPAC members or Region 10 Educational Service Center for all LPAC members. This
orientation will include discussion of the committee’s duties and a thorough explanation and
review of all laws and rules governing the confidentiality of information regarding individual
students. In performing their duties committee members will be acting for the district and shall
observe requirements regarding confidentiality of student records.
Duties of LPAC- Within four weeks of the initial enrollment of any ELL student, mid-year
assessment decision making, and at the end of each school year, the LPAC shall:
(1) Review all pertinent information on ELL students, including the home language survey,
the language proficiency tests in English and the primary language, each student's
achievement in content areas, and each student's emotional and social attainment;
(2) Make recommendations concerning the most appropriate placement for the educational
advancement of the limited English proficiency student after the elementary grades;
(3) Review each limited English proficiency student's progress at the end of the school year
in order to determine future appropriate placement;
(4) Make recommendations for exiting students from the bilingual or ESL program when
program criteria has been met.
(5) Monitor the progress of students formerly classified as EL who have transferred out of
the bilingual education or special language program and, based on the information,
designate the most appropriate placement for such students; and
(6) Determine the appropriateness of a program that extends beyond the regular school year
based on the needs of each ELL student.
5
STUDENT IDENTIFICATION
Home Language Survey: Princeton ISD shall conduct a Home Language Survey (HLS) to be
administered in English and Spanish to each student new to the district within four weeks of
enrollment. For students of other language groups, the HLS shall be translated into the home
language whenever possible. The survey shall be signed by the parent or guardian for students in
pre-kindergarten through grade 8 and by the student in grades 9-12. The survey shall be
conducted only once, and the original copy of the survey shall be kept in the student’s permanent
record. If an earlier HLS is received from a student’s prior district, and only if that district is a
public school in Texas, this will replace the one conducted by our district as the original in the
permanent folder. The home language survey shall be used to establish the student’s language
classification for determining whether the district is required to provide a bilingual or English as
a second language program. If the response on the HLS indicates that a language other than
English is used, the student shall be assessed for program eligibility.
Assessment: To each student, who has a language other than English as identified on the HLS,
the district shall administer the following tests in the student’s home language for identification
for the bilingual program and in English for identification in the ESL program. All the oral
language proficiency testing shall be administered by professionals or paraprofessionals who are
proficient in the language of the test and trained in language proficiency testing.
Oral Language Proficiency Test (OLPT):
Grades
PK-1
Grades
2-12
 The IDEA Proficiency Test (IPT) will be used to determine whether a student is
classified as an English Learner (EL).
 The IDEA Proficiency Test (IPT) will be used in conjunction with the normreferenced test: Iowa Test of Basic Skills (ITBS), to determine whether a
student is classified as an English Learner (EL).
IPT Test Forms:
(Ages 3-5 - Pre-IPT); (Grades K-6 - IPT-I); and (Grades 6-12 - IPT-II)

Princeton ISD shall accept testing, and parental consent, and placement from another
district in Texas when a new student enters at the recommendation of the LPAC
committee. For students new to the country or the state, a new HLS must be conducted,
new testing must be administered, and new parental approval must be obtained before a
student can be placed in a bilingual or ESL program.

If the OLPT reveals that the student’s ability in English is so limited that the reading and
language arts sections of the ITBS would not be valid, it is not necessary to administer
them.

The district shall implement assessment procedures, which differentiate between
language proficiency and handicapping conditions. The admission, review and dismissal
(ARD) committee in conjunction with the LPAC committee shall determine an
appropriate assessment instrument and designated level of performance for indicating
limited English proficiency for students for whom those tests would be inappropriate as
part of the individualized education program (IEP).
6
PLACEMENT OF STUDENTS
Within the first four weeks after enrollment, a student will be identified, assessed, and placed in
the bilingual (PK-5 Spanish) or ESL (6-12 / PK-5 other languages) program. Bilingual PK
students must be identified, assessed, and placed by the LPAC Committee prior to the first day of
attendance. The student's parent must approve a student's entry into the program, exit from the
program, or placement in the program. The school district or parent may appeal the decision
under Section 29.064. If parent approves, the student must be placed in the bilingual or English
as a Second Language (ESL) program as soon as the student is identified as Limited English
Proficient (LEP), and the Language Proficiency Assessment Committee (LPAC) has
recommended such placement. The district shall place the student in the program on the date the
LPAC recommends that services begin but may count the student for special language funding
only after parental approval is received (along with home language survey, test scores, and
documentation of LPAC recommendation). If parental denial is received, the student is placed in
a regular English classroom; however, the student is still classified EL and shall receive
instruction supports for English learners.
Note: The admission, review and dismissal (ARD) committee in conjunction with the LPAC
committee shall determine appropriate placement for identified ELL students. The district shall
establish placement procedures that ensure that placement in the bilingual or ESL program is not
refused solely because the student has a disability.
PARENTAL AUTHORITY / NOTIFICATION
Parent means the parent(s) or legal guardian of the student.
Within ten days after initial classification, the Language Assessment Committee (LPAC) shall give
written notice to parents advising that a student has been classified as an English Learner (EL) and
requesting approval to place the student in the age appropriate bilingual (grades PK-5) or ESL
(grades 6-12) program for services. The notice shall be in English and the primary language and it
shall include information about the benefits of the program for which the student is recommended
and that it is an integral part of the school program. Pending parent approval, the district shall place
the student in the age appropriate bilingual or ESL program.
The initial entry or placement of a student in the bilingual or ESL program must be approved in
writing by the student’s parent. Approval shall be considered valid for the student’s continued
participation in both, bilingual and ESL, programs until the student meets the established exit criteria,
graduates from high school, or the parent requests a change in program placement.
The district shall notify the student’s parent of the student’s reclassification as English proficient and
his or her exit from the bilingual or ESL program and shall acquire written parent approval.
APPEALS
A parent of a student enrolled in a school district offering bilingual education or special language
programs may appeal to the commissioner if the district fails to comply with the requirements
established by law or by the agency as authorized by this subchapter. If the parent disagrees with the
placement of the student in the program, the parent may appeal that decision to the board of trustees.
Appeals shall be conducted in accordance with procedures adopted by the commissioner.
7
EXIT CRITERIA
At the end of the school year, an ELL may be transferred (exited, reclassified, transitioned) out of a
bilingual or ESL education program for the first time or a subsequent time if the student is able to
participate equally in a regular all-English instruction program as determined by satisfactory
performance in all three assessment areas below and the results of a subjective teacher evaluation:
Pre Kindergarten and Kindergarten:
 A student may not be exited from the bilingual or the ESL program in pre-kindergarten or
kindergarten TAC 89.1225. Exit criteria for ELL students may not be considered until the end of
first grade.
Grade 1-Grade 12:
OLPT
Oral = Listening
Speaking
English
Reading
English
Writing
Subjective
Teacher Evaluation
 Scored fluent on Oral language proficiency: IPT (grades 1-12); or advanced
high score on the TELPAS listening and speaking; and
 Achieved Approaches Grade Level Performance on the STAAR reading
(grades 3-9); STAAR ELA (grades 9, 10) or scored at or above the 40th
percentile in reading and language arts on the Iowa Test of Basic Skills: ITBS
(grades 1-2); and
 Achieved Approaches Grade Level Performance on the STAAR writing
(grades 4, 7); STAAR ELA (grades 9, 10) or IPT writing test in grade
levels where STAAR is not given or advanced high score on the TELPAS
writing); and
 Assessments, anecdotal notes, portfolios, etc.
 Caution should be exercised when considering exit of students in Grades 1-2. It may be
premature in these grades to consider program exit due to developmental factors related to
emergent language and literacy TAC 89.1225.
 EL students for who the LPAC has recommended linguistic accommodation on the STAAR
reading or writing test may not be considered for exit.
 An exited student may continue in the bilingual/ESL program with parent approval but are not
eligible for inclusion in the district allotment.
 The decision to exit a student who receives both special education and special language
services is determined by the admission, review and dismissal (ARD) committee in
conjunction with the LPAC committee.
 The ARD committee in conjunction with the language proficiency assessment committee shall
determine an appropriate assessment instrument and performance standard requirement for exit
for students for whom the test criteria above would be inappropriate as part of the IEP. The
decision to exit a student who receives both special education and special language services from
the bilingual education or English as a second language program is determined by the ARD
committee in conjunction with the LPAC committee (see LPAC Framework Manual procedures).
Note: A parent may request in writing to remove their child from the program and place their child in a regular English
classroom; however, the student is considered as a parent denial rather than exited from the program and is still considered EL
until they meet the criteria for English Proficient.
8
9
MONITORING OF STUDENTS EXITED FROM THE
BILINGUAL/ESL PROGRAM
The LPAC committee shall monitor a student during the first four school years after he/she is
transferred out of a bilingual or ESL program to determine whether the student is academically
successful. For determining whether a student who has exited from the program is academically
successful, the following criteria shall be considered at the end of each school year:
 The student meets state performance standards in English on the criterion-referenced
assessment instrument required in the TEC, §39.023 (STAAR), for the grade level as
applicable; and
 The student has passing grades in all subjects and courses taken TAC 89.1225.
After evaluation, the LPAC committee may require intensive instruction for the student or
reenroll the student in the bilingual/ESL program.
REEVALUATION/REENROLLMENT
The LPAC committee shall reevaluate a student who has transferred out of the bilingual or ESL
program if the student earns a failing grade in a subject in the foundation curriculum during any
grading period in the first four school years after the student is transferred to determine whether
the student should be reenrolled in a bilingual or ESL program. Those students who are not
academically successful shall be classified as an English Learner (EL), and shall be
recommended for reenrollment in the bilingual or ESL program, compensatory education, or
other program, which addresses their needs.
STATE ASSESSMENTS
All ELLS are required to participate in the statewide assessment program. LPACs must make
and document participation and accommodation decisions in accordance with STAAR
requirements based on an individual student basis.
• General statewide assessment
STAAR
(3-8 and EOC) • Accommodations, or designated supports available for students who
meet eligibility
• Taken by ELLs not administered an assessment below
Available for students in grades 3–5 for whom a Spanish version of STAAR
STAAR
most appropriately measures their academic progress
Spanish
• Not permitted for an ELL whose parent or guardian has declined
bilingual/ESL program services
Available for students receiving special education services, including those
STAAR
who are ELLs, who meet requirements for an alternate assessment based on
Alternate 2
alternate achievement standards
10
Assessing Newly Arrived ELLS Who Know Little English
In isolated situations if completing an assessment is not in the best interest of a student (e.g., a
newly arrived ELL who has extremely limited English language skills), the campus may make
the determination to submit the test for scoring without requiring the student to complete test.
The decision should be documented and communicated to student’s parents after the test
administration.
Exemptions for Qualifying Unschooled Asylees and Refugees
Amendment to 19 TAC §101.1005 allows for the exemption of certain qualifying ELL asylees
and refugees from being administered a STAAR assessment in grades 3–8. This exemption only
applies to those unschooled asylees and refugees in their first year in U.S. schools. An ELL who
meets the eligibility criteria below shall not be required to take a STAAR assessment in grades
3–8.
Eligibility Criteria
This exemption applies to an ELL who—
 qualifies as an unschooled asylee or refugee in PEIMS
 is in the first year of enrollment in U.S. schools, and
 is in grades 3–8.
To qualify as an unschooled asylee or refugee, each of the following criteria must be met:



The student must be identified as limited English proficient (EL) and must participate in a
state-approved bilingual or ESL program.
The student’s permanent record file must contain appropriate documentation of
asylee/refugee status. The student must
o be an asylee as defined by 45 Code of Federal Regulations, Section 400.41 or a
refugee as defined by 8 United States Code, Section 1101, and
o have a Form I-94 Arrival/Departure record, or a successor document, issued by
the United States Citizenship and Immigration Services that is stamped with
“Asylee,” “Refugee,” or “Asylum.”
The student’s permanent record file must document that
o the student had little or no formal schooling outside the U.S. and lacked basic
primary language literacy upon enrollment in school in the U.S.; and
o the student is being provided accommodations, or designated supports and other
ongoing interventions by the district to meet the student’s unique affective,
linguistic, and cognitive needs; and
o as of the semester of the test administration, the student continues to lack the
necessary foundation in the TEKS as a direct result of the student’s inadequate
schooling outside the U.S.
11
English I EOC Special Provision TAC §101.1007
Section 101.1007 of the TAC includes an English I EOC provision for ELLs served in
bilingual/ESL programs who meet specified eligibility criteria. An ELL who meets the eligibility
criteria below shall not be required to retake the assessment each time it is administered if the
student passes the course but fails to meet the passing standard on the assessment.
Eligibility Criteria
This provision applies to an ELL enrolled in an English I course or an English for Speakers of
Other Languages (ESOL) I course if the ELL ―


has been enrolled in U.S. schools for 3 school years or less or qualifies as an unschooled
asylee or refugee enrolled in U.S. schools for 5 school years or less, and
has not attained a TELPAS advanced high reading rating in grade 2 or above.
An ELL whose parent or guardian has declined bilingual/ESL program services is not eligible
for this provision.
This provision acknowledges the unique circumstances of specific ELLs whose ability to engage
with high school English language arts course material, due to limited time in the U.S. and
limited time to learn English, depends on instructional scaffolding, including linguistic
accommodations and adaptations, that cannot be provided during the standardized English I EOC
assessment. LPACs must maintain documentation of eligibility for the special provision (See
Eligibility for STAAR English I Assessment Special Provision Form). Eligibility must be
determined in conjunction with the student’s enrollment in English I/ESOL I. Students who are
eligible for the special provision do have the option of retaking the assessment.
EXTENDED YEAR PROGRAM
PISD offers a voluntary bilingual education summer school program for English language
learners who will be eligible for admission to kindergarten or the first grade at the beginning of
the next school year. Instruction will focus on language development and essential knowledge
and skills appropriate of the level of the student. These students shall receive 120 hours of
instruction on a schedule to be determined by the district each year. The student/teacher ratio for
the program shall not exceed 18/1.
12
DOCUMENTATION
To be in compliance with state mandated bilingual/ESL education in Texas, the following documentation
must be maintained in each English Language Learner’s cumulative folder. At PISD, each student’s
assessment data, all LPAC information, and original signed forms shall be maintained in a Yellow ELL
Folder placed inside the student’s cumulative folder. For ease of review, each year’s LPAC data shall
be stapled together and placed in the folder in the following order:
Yellow ELL Folder Organization
13
STAFFING AND STAFF DEVELOPMENT
Princeton ISD shall take all reasonable affirmative steps to assign appropriately certified teachers
to the required bilingual education and English as a second language classes. In addition, regular
education classroom teachers who teach language arts in grades Pre-K through grade twelve are
encouraged to obtain an ESL Supplemental Certification.
Princeton ISD endorses the position that quality staff development cannot be overemphasized.
Princeton ISD will ensure that all bilingual and ESL teachers receive ongoing, in depth staff
development in language instruction designed to meet the affective, cognitive, and linguistic
needs of all ESL students.
PARENT AND COMMUNITY INVOLVEMENT
Princeton ISD embraces the belief that the educational process is successful only if parents are
included as partners in the education of their children. Parents will receive information related to
program objectives and activities, newsletters, cultural events, and parent involvement meetings.
PISD shall make every effort to ensure that bilingual personnel are available on each school
campus to provide translations for meetings and documents to be sent home.
It is the policy of Princeton ISD to involve the parents in all decisions regarding their child.
Parents of students in the bilingual and English as a second language programs are invited to be a
part of the Language Proficiency Assessment Committee (LPAC) for the identification, review
and exit of their children.
Parents and community members are invited to be a part of the district and campus site-based
decision committees.
PISD offers evening English as a Second Language (ESL) classes for parents through the
Community Education Program.
ACCOUNTABILITY
PBMAS: Performance-Based Monitoring Analysis System: An automated data system that
reports annually on the performance of school districts and charter schools in selected program
areas (bilingual education/English as a second language, career and technical education, certain
federal Title programs, and special education).
TELPAS: Texas English Language Proficiency Assessment System (K-12)
STAAR: Texas Assessment of Knowledge and Skills (measures core subjects by grade level)
14
PROGRAM EVALUATION
Evaluation data shall be compiled and documented by each campus at the end of each school
year. The Bilingual/ ESL teacher shall compile data on the LPAC Information Tracking Sheet
and a campus administrator shall compile campus data on the Bilingual/ESL Annual Evaluation
Report. Copies of these reports shall be sent to the district administrator of the program.
The bilingual and English as a second language program is evaluated at the end of each year
through the district and campus site-based decision making committees. These committees
include parents, community, and business members, teachers and administrators. Goals for the
year are evaluated for effectiveness, and new goals are set for the coming year. These goals are
recorded in the District and Campus Improvement Plans and are presented to the Board of
Trustees for approval.
Each campus shall report to parents the progress of their child as a result of participation in the
program in English and the home language annually. (See form: Parent Report on Student
Progress)
Additional Information
Language Proficiency Assessment Committee (LPAC) Framework Manual © Texas Education
Agency. http://programs.esc20.net/default.aspx?name=lpac.framework
Texas Administrative Code §89 Subchapter BB
Texas Education Code §29.052
Every Student Succeeds Act (ESSA)
For further information on this or any program offered at Princeton ISD, please contact the
following personnel:
Jackie Hendricks,
Deputy Superintendent
(469) 952-5400 Ext. 3503
Campus Principal or Counselor
(469) 952-5400
15
PISD Forms
Bilingual and
English as a Second Language
Programs
16
BILINGUAL / ENGLISH AS A SECOND LANGUAGE (ESL) CRITICAL EVENTS/TIMELINE

Establish & reactivate LPAC for the year. LPAC Parent Membership Request Letter, Complete LPAC
Committee Members form.
Train new members for LPACs. Use LPAC training manual, TEA video, or PowerPoint and complete
Certificate of LPAC Training. All members sign LPAC Confidentiality Statement.
Prior to the first day of school, provide teachers with BE/ESL/LPAC Instructional Accommodations Checklist
for each ELL student in their class.
Place currently enrolled students who were enrolled in the program the previous year.

Conduct Home Language Survey (HLS) for new students to the district.

Identify, review, and place students new to the district who have been identified as EL in their previous Texas
public school district in the appropriate program (BE/ESL/or Gen ED for denials).
Assess students new to US or Texas who have indicated a language other than English on a HLS (1) Oral
Proficiency: IPT Grades PK-12: (2) Written Language Proficiency (IPT) Grades 1-12: (3) Norm-Referenced
Test (ITBS) Grades 2-12
If non-EL, put assessment information in cum file.


AUGUST/SEPTEMBER



WITHIN 4 WEEKS OF NEW
STUDENT ENROLLMENT
(August -May)
ongoing






SEPTEMBER - MAY
(ongoing)


If EL, notify parent about placement meeting within 10 days of classification (LPAC Meeting for BI (PK-5) /
ESL (6-12) Placement – Parent Invitation)
Conduct LPAC Meeting within 4 weeks of student enrollment to determine placement. (Complete LPAC Initial
Review Form (yellow folder), BI/ESL LPAC Accommodations Checklist, LPAC Meeting Minutes Form.
Obtain written approval for initial placement from parent. Complete during meeting or send home BE/ESL
Parent Identification & Placement, which explains the benefits of the program. (Optional: May also use
program benefit brochures by TEA).
Complete LPAC Tracking Sheet for (1) students enrolled last year, (2) transfer students who were previously
identified as EL and have been reviewed by the LPAC Committee, and (3) students who have exited the
program for 2 years after EXIT.
Notify PEIMS clerk about newly identified students for the BE (PK-5) / ESL (6-12) program.
Monitor progress of (1) identified BE/ESL students and (2) EXITED students. Each six weeks complete
Content Area Collaboration Form
Schedule a LPAC meeting and review LPAC recommendations for (1) current BE/ESL students and (2) exited
students experiencing difficulties in current instructional placement.
Notify parents of EXITED students if re-entry into program is needed. –Parent Notification of Student Re-entry

Notify PEIMS clerk about (1) newly identified students for the BE (PK-5) / ESL (6-12) program, (2) re-entry
students, and (3) students exited from the BE/ESL program.
FEBRUARY - MARCH

MARCH

Conduct Assessment LPAC Meeting (MOY) Determine appropriate state assessments for all ELLS and
linguistic accommodations as needed for ELLs served in a BE/ESL program
TELPAS grades K-12 (Ensure all raters complete training BEFORE TELPAS administration)


STAAR grades 3-12
Review progress toward exit criteria for each ELL:

Invite Parents to end-of-year review meetings – End of Year LPAC Invitation


Conduct LPAC Meetings Annual review of students in the program and those exited – Annual End of Year
Review (Yellow Folder) Send home Parental Report on Student Progress
Reclassify ELs as Non-EL if they meet EXIT criteria, and make note of decisions pending summer score
releases. Notify PEIMS of reclassifications/program changes. EL PEIMS Entry Form
Send and retrieve EXIT notification letters – BE/ESL EXIT Permission Form

Update LPAC Tracking Sheets

Complete Annual Evaluation Report. Send to District BE/ESL Coordinator by June 1

APRIL - MAY
(1) Oral Language Proficiency: advanced high score on TELPAS listening and speaking;
(2) Reading: STAAR grades 3 – 10
(3) Written Language Proficiency: STAAR grades 4, 7, 9, 10 or advanced high score on TELPAS writing;
(4) Subjective teacher evaluation data.
17
LPAC Parent Membership Request Letter
Date: Fecha __________________________
Dear Parents:
According to state policy, we are required to have a parent of a student who participates in a Bilingual or English as a
Second Language program serve on our school’s Language Proficiency Assessment Committee (LPAC). The LPAC serves as
the students’ advocate to make certain they receive the appropriate services.
We are asking for parent volunteers who would be willing to serve as our parent member of the LPAC. You will
receive training at the first LPAC meeting and then be asked to assist the team in identifying and placing children in the
appropriate program for language development and academic success.
If you would be willing to serve on the LPAC, please fill out the information below and send the form to school with your
child. If you have any questions please contact ______________________________ at ________________________.
Sincerely,
_______________________________
Solicitud de Padres Como Miembros del Comité de Evaluación del Dominio del Idioma (LPAC)
Estimados Padres:
De acuerdo con la ley estatal tenemos la obligación de que un padre cuyo hijo/a participe en el programa bilingüe o el
programa de inglés como segundo idioma (ESL) sea un representante en el Comité de Evaluación del Dominio del Idioma
(LPAC) de nuestra escuela. El Comité de Evaluación del Dominio del Idioma (LPAC) representa los intereses de los estudiantes
para asegurarse que reciban los servicios educativos apropiados.
Estamos solicitando padres de familia que estén dispuestos a participar como voluntarios en el Comité de Evaluación
del Dominio del Idioma (LPAC). Recibirán entrenamiento durante la primera reunión del Comité de Evaluación del Dominio del
Idioma (LPAC) y después se les pedirá su ayuda para identificar y recomendar el programa apropiado que asegure el desarrollo
del idioma y el éxito académico de los estudiantes.
Si están dispuestos a participar en el Comité de Evaluación del Dominio del Idioma (LPAC), favor de completar la
siguiente información y regrese esta hoja a la escuela con su hijo/a. Si tiene
preguntas, favor de comunicarse con _________________________________ al teléfono ____________________________.
Sinceramente,
_____________________________
Parent Name(s): Nombre(s) de Padre(s): ____________________________
Phone: Número de teléfono: ___________________________________
Child’s Name: Nombre del estudiante: ______________________________
School: Escuela ___________________________________
Grade: Grado escolar: ____________________________________
18
Language Proficiency Assessment Committee Member Roster
School Year
_________________________________
Campus
_________________________________
Date
_________________________________
Please list the names of team members that will serve on the LPAC Committee for your school this
year.
LPAC Parent of a participating student
_________________________________
Professional Bilingual Educator
and/or
Professional ESL Educator
_________________________________
Transitional/Regular Education
Teacher of ELL student
_________________________________
Campus Administrator
__________________________________
_________________________________
LPAC Representative for ARD Committee__________________________________
Other
__________________________________
Each member received LPAC Training and signed confidentiality oaths, and received training
certificates.
Respectfully submitted:
________________________________
(Name)
_________________________________
(Position)
19
LPAC Confidentiality Statement
I, _______________________, serve as a member of the______________ (school) Language Proficiency
Assessment Committee (LPAC) as provided by 19 TAC Chapter 89.1220(f).
I hereby certify that I have been informed that any educational records examined by me in connection with the
performance of my duties as a member of the LPAC are confidential records as defined by the Family Educational
Rights and Privacy Act and the contents are not to be released except in compliance with the terms of that statute.
20 U.S.C.,Section 1232g;34CFR,Part 99.
_____________________________________
Signature
_____________________________________
Date
Yo, el suscrito,______________________________________, actúo como miembro del Comité
de Evaluación del Dominio del Idioma (LPAC) de la escuela _______________ de acuerdo con el 19 TAC Capítulo
89.1220(f).
Por la presente certifico que he sido informado que cualquier archivo educativo que examine en relación a mis
responsabilidades como miembro del Comité de Evaluación del Dominio del Idioma (LPAC) es archivo confidencial,
según lo estipula la Ley de Privacidad y de Derechos Educacionales de la Familia, cuyo contenido no será divulgado
excepto en acuerdo con los términos de dicha ley.
20 U.S.C.,Sección 1232g;34CFR,Parte 99.
____________________________________
Firma
____________________________________
Fecha
20
Certificate of Training for the Language Proficiency Assessment Committee
This is to certify that :
Has received training in the role and responsibilities of an LPAC member
and can serve as a member of the Language Proficiency Assessment
Committee (LPAC) .
Date_________________________
____________________________________
_____
____________________________________
_____
____________________________________
_____
21
Home Language Survey
(Encuesta del Idioma Hogareño)
STUDENT NAME______________________________________________________________________________________
Nombre del estudiante
LAST / Apellido
FIRST / Nombre
MIDDLE / Segundo Nombre
DATE OF BIRTH_______________________________________________________________ID #____________________
Fecha de nacimiento
MONTH / Mes
DAY / DiaYEAR / Año
SCHOOL________________________________________GRADE_________________Date Enrolled__________________
Escuela
Grado
Fecha de Entrada
HOME LANGUAGE SURVEY (Información del idioma que se habla en casa)
1.
What language is spoken in your home most of the time? _______________________________________
¿Cuál es el idioma que más se habla en su hogar?
2.
What language does your child (do you) speak most of the time? _________________________________
¿Cuál es el idioma que su niño(a) habla mas?
3.
Place of birth? (Country)__________________________________________________________________
¿Lugar / Pais de nacimiento?
4.
Has your child lived outside the U.S. for two (2) or more consecutive years? YES _________ NO________
¿Ha vivido su hijo fuera de los Estadps Imodps por dos ó más años consecutivos? Si__________ NO_________
5.
When your child lived outside the U.S., did he or she attend school regularly? (Check one)
Cuándo su hijo(a) vivia fuera de los Estados Unidos, ¿asistió con regularidad a la escuela
(Marque una de las siguientes opciones)
________Yes, my child attended school regularly in all previous grades outside the U.S.
________Sí, mi hijo asistió con regulandad a la escuela fuera de los Estados Unidos y terminó
sus grados escolares anteriores
________No, my child missed significant portions of one or more school years, as specified:
________NO mi hijo(a) perdió gran parte de uno ó más años escolares, como se especifica a continuación.
Specify grade and time period, including month and year (example: Grade 2, Jan. 2005 through May 2005).
Do not include periods of absence that lasted less than one month. Do not include regularly scheduled school
holidays, or vacations.
Especifique el grado y el periodo en que su hijo(a) no asistió a la escuela, incluyendo el mes y el año
(Por ejemplo: 2do. Grado, de enero del año 2005 hasta mayo del 2005) No incluya el tiempo que su hijo
no asistió a la escuela si fue menos de un mes. No incluya dias festivos, no vacaciones que la escuela haya
programado para el año escolar.
6.
Date of FIRST entry into ANY school in the U.S.A (Fecha de la PRIMERA entrada en CUALQUIER escuela en los
Estados Unidos)
GRADE / Grado__________________MONTH / Mes_____________________YEAR / Año______________________
SIGNATURE OF PARENT__________________________________________________________date________________
Firma del Padre / Guardian
Fecha
22
LPAC Meeting for Bilingual / ESL Placement Parent Invitation
Invitatión para los Padres a la Junta del Comite Bilingue
Nombre de el estudiante ___________________________________________ Escuela ______________________________
Maestro(a) ______________________________________________ Grado _________________ Fecha ________________
Padre/Guardian ________________________________________________
El Comité del Conocimiento de Idiomas (ECCI) se reunira el ___________________________________________________
(Escuela)
a las ______________________________ en la _____________________________________________________________
(hora)
(mes día, año)
En esta reunión se decidirá si su hijo(a) será puesto en los programas de educación bilingüe (PK-5) o, Inglés como segunada
lengua (ESL) (6-12 o PK-5 otro lenguaje) . Le estamos invitando que participe en esta decisión. Díganos por favor si le es
conveniente asistir en esta fecha o si le es preferable cambiarla a otra ocasión. Esperamos reunirnos con usted y de esta
manera tomar en cosideración de sus sugerencias.
Sinceramente,
________________________________________
(Instructor)
*********************************************************************************************************
Favor de responder y regresar esta forma. Marque con una X su respuesta.
________Si, asistiré a la reunión del (ECCI).
________No, no podré asistir esta reunión, pero por favor hable para otra cita.
________No, no podré asistir a la reunión del comité pero por favor haganme saber de las decisiones.
___________________________________________________
____________________________________
(Firma del padre)
(Fecha)
Student’s Name _________________________________________________ School ________________________________
Teacher _________________________________________________ Grade ________________ Date __________________
Parent’s Name _______________________________________________
The Language Proficiency Committee (LPAC) will meet at ____________________________________________________
(School)
on __________________ at ___________________________________. At this time, placement options for your child in the
Bilingual (PK-5 Spanish) / English as a Second Language (ESL) (6-12 and PK-5 other language) program will be discussed. We
encourage you to attend this meeting. Please notify us if this is convenient for you. If it is not, we will be happy to reschedule on
another date.
We look forward to having your input during this committee meeting.
Sincerely,
________________________________________
(Instructor)
****************************************************************************************************
Please check your response and return this form.
________Yes, I will attend the LPAC committee meeting.
________No, I will not attend the LPAC committee meeting, but please call me to reschedule the meeting.
________No, I will not attend the LPAC committee meeting, but please notify me of the committee’s placement decision.
________________________________________________
(Parent’s Signature)
_____________________________________
(Date)
23
Parental Approval –Identification and Placement
Bilingual / ESL Program
Campus Name:
Date:
To the Parents/Guardians of:
Grade:
Federal and Texas laws require language instruction programs for students who have not attained proficiency in
using the English language. We have reviewed your son/daughter’s oral language and academic performance in
order to make the best instructional decision.
English Oral Language Proficiency Test (OLPT), PK-12*
English Oral Language Proficiency Test *(OLPT, PK-12)
Name:_________________________________________
Date Administered: _____________Results: Proficiency Level
NES
LES
FES
Norm-referenced Standardized Achievement Test (Grades 2-12)*
Norm-referenced Standardized Achievement Test *(Grades 2-12)
Date Administered: ___________Results: Reading ______%ile
Name:___________________
Language Arts ______%ile
*Required for placement in the bilingual and ESL programs. Tests taken for placement and reclassification/exit are from
the state approved list of tests found on the TEA Bilingual unit website: http://tea.texas.gov/bilingual/esl/education/
Other language/academic test(s) reviewed (optional)
Name of test:______________________
Date: _______________
Results Reading: ____________
Name of test:______________________
Date: _______________
Results Writing: _____________
Texas English Language Proficiency Assessment System (TELPAS)
Please check () level attained or attach Confidential Student Report.
B- Beginning
I - Intermediate
A - Advanced
AH – Advanced High
Listening
B
I
A
AH
Speaking
B
I
A
AH
Writing
B
I
A
AH
Reading
B
I
A
AH
Based on the results reviewed from these assessments, we recommend that your son/daughter be placed in the
bilingual Spanish (PK-5) or ESL (6-12 or PK-5 other language) program required in the district (19 TAC Subchapter
BB §89.1205):
Our district expects all students, including students participating in the Bilingual or English as a second language
(ESL) programs, to achieve success in meeting the academic standards set by the state. The district’s curriculum is
the Texas Essential Knowledge and Skills (TEKS).
24
Program Benefits: Because your son/daughter hears a language other than English at home and /or speaks a
language other than English with peers, he/she would benefit from intensive English instruction. PISD offers a
continuum of services for English language learners beginning with a bilingual education program in elementary
school and transitioning to an ESL program in secondary school. Teachers in the bilingual and ESL programs are
trained on how to plan instruction for children whose first language is not English. Curriculum and instruction in the
bilingual/ESL program will be accomplished through developmentally appropriate materials and instructional
strategies designed to accelerate your child’s development of English comprehension, communication and academic
skills. The bilingual education program provides your child with instruction in English by a teacher who also speaks
Spanish to make sure that he/she understands what the teacher is saying; therefore the student achieves his/her
own potential. A teacher in the ESL program is trained on how to teach the English language using special strategies,
teaching materials, and is sensitive to the individual needs of a student who is learning English. This is necessary so
that your son/daughter will meet all of the required state standards expected of all students. In the case of a child with
a disability, close collaboration will be maintained with the special education program by following the student’s
Individual Educational Plan (IEP).
The transition from the bilingual/ESL program into the regular program is expected to occur when your child meets
the exit criteria set by the state for Bilingual/ESL program students.
1. This determination is based upon tests that measure the extent to which the student has developed oral and
written language proficiency and specific language skills in both the student’s primary language (for students
enrolled in bilingual education) and English, and one of the following:
A. Meeting the state performance standards for STAAR in English reading and writing (when
available) as required in the Texas Education Code (TEC), §39.023, at grade level; or
B. Scoring at or above the 40th percentile on both the English reading and the English language arts
sections of a TEA – approved norm-referenced test.
2. In making this determination, the district will also consider other indications of the student’s overall progress,
including STAAR scores in other subject areas, teacher evaluation, and parental evaluation.
Please indicate your approval for your child’s participation in the district’s Bilingual/ESL program by entering your
signature in the appropriate space.
□ I do want my son/daughter to participate in the bilingual Spanish (Grades PK-5) or ESL (Grades 6-12 or PK-5 other
language) program.
□ I do not want my son/daughter to participate in the bilingual/ESL program. I would like to discuss other options that will
address my son/daughter’s language/academic needs.
_____________________________________________________
Parent/Guardian Signature
_____________________________
Date
Note: Please return this notice to your son/daughter’s teacher.
_____________________________________
____________
If you have any
questions,
please contact ____________________________at
Signature
of parent/guardian
Date our office at __________________.
25
Aprobación para Padres – Identificación y participación
en el programa bilingüe / ESL
Escuela:
Fecha:
Para los padres/representantes legales de:
Grado:
Las leyes federales y estatales requieren programas del lenguaje educacionales para los estudiantes que no han
dominado el inglés. Hemos revisado los resultados de las pruebas del dominio oral y de aprovechamiento
académico de su hijo/a para hacer decisiones sobre la mejor manera de darle instrucción en la escuela.
Prueba oral de dominio del idioma en inglés (OLPT, PK-12) *
Prueba oral de dominio del idioma en inglés * (OLPT, PK-12) Nombre: ______________________________________
Fecha de administración: ______________ Resultados: Nivel de dominio del idioma:
NES
LES
FES
Prueba de medición estandarizada (Grados 2-12)*
Prueba de medición estandarizada* (Grados 2-12) Nombre: ______________________________________________
Resultados: Lectura: _______________Porcentaje
Artes del lenguaje en inglés (ELA) ______________Porcentaje
*Requerido para colocación en los programas bilingües e inglés como segundo idioma. Las pruebas que se toman para
participar o salir de estos programas están en la lista de pruebas aprobadas por el estado y se encuentran en el sitio de
internet de TEA del programa bilingüe. http://tea.texas.gov/bilingual/esl/education/
Pruebas de lenguaje/académicas adicionales que se revisaron (opcional)
Nombre de la prueba:
Fecha:
Resultados Lectura:
Nombre de la prueba:
Fecha:
Resultados Escritura:
Protocolo de observaciones (TELPAS)
Marque () el nivel obtenido. P- Principiante I - Intermedio A - Avanzado AS - Avanzado Superior
Habilidad para escuchar
P
I
A
Habilidad para escribir
P
I
A
AS
AS
Habilidad para hablar
P
I
A
AS
Habilidad para leer
P
I
A
AS
Recomendamos que su hijo/a participe en el Programa de bilingües Espanol (PK-5) o ESL (6-12 o PK-5 otro
lenguaje) requerido por el distrito (19 TAC Subchapter, BB §89.1205).
Nuestro distrito espera que todos los estudiantes, incluyendo a los estudiantes que participen en los programas de
educación bilingüe o inglés como segundo idioma, logren obtener con éxito los estándares fijados por el estado. El
currículo estatal son los conocimientos y destrezas esenciales de Texas (TEKS), es el mismo que se enseña en
nuestro distrito. Se espera que todos los estudiantes cumplan con los estándares del estado con éxito.
26
Beneficios del Programa: Como su hijo/a escucha Español en casa y también habla en Español con sus alumnos, el
o ello pudiera beneficiar en tener instrucción bilingüe. Princeton ISD ofrece una continuación de servicios para los
estudiantes que están aprendiendo el idioma inglés, empezando con un programa de educación bilingüe en la
escuela primaria y la transición a un programa de ESL (Inglés como segundo lenguaje) en la escuela secundaria. A
los maestros en los programas bilingües e inglés como segundo idioma se les da entrenamiento sobre como
desarrollar los planes de instrucción para los niños cuyo primer idioma no es el inglés. El currículo y la instrucción
en el programa bilingüe/ESL serán llevados a cabo usando materiales apropiados de acuerdo al nivel de desarrollo
del estudiante y por medio de metodología apropiada diseñada para acelerar el desarrollo de la comprensión,
comunicación, y las destrezas académicas en inglés. El programa de educación bilingüe le ofrece a su hijo/a
instrucción en Español departe de de una maestra que también habla Español para asegurar que el o ella entienda
lo que esta diciendo la maestra, y entonces el estudiante puede alcanzar su potencial. Una maestra en el Programa
de Ingles Como Segundo Idioma (ESL) es entrenada en como dar lectura en el idioma de Ingles usando materiales
especiales, maneras de enseñar especiales, y también es sensitiva a lo que necesita un estudiante cual esta
aprendiendo Ingles. Esto es necesario para que su hijo/a aprenda todo lo que es requerido por el estado. Esto
puede incluir el uso del primer idioma del niño/a. En el caso de un estudiante con alguna discapacidad, se
mantendrá una colaboración con el programa de educación especial y se seguirá el programa individual de
educación (IEP) que se ha elaborado especialmente para el estudiante.
Los estudiantes pueden salir del programa cuando hayan cumplido con los requisitos del programa establecido por
el estado para los estudiantes en los programas bilingüe e inglés como segundo idioma (ESL).
2. Esta decisión debe basarse en los logros académicos obtenidos en las pruebas que miden el dominio del
idioma en las áreas de lectura, escritura, expresión oral y comprensión, tanto en el primer idioma (para los
estudiantes que participan en el programa bilingüe) como en inglés, y también uno de los siguientes
criterios:
A. El logro de los estándares estatales para STAAR en lectura y escritura en inglés (cuando estén
disponibles) como lo requiere el Código de Educación de Texas (TEC), §39.023, al nivel escolar
que les corresponda; o
B. Una puntuación de percentil 40 o superior en las secciones de lectura y de artes del lenguaje de la
prueba de medición estandarizada aprobada por la Agencia de Educación de Texas (TEA).
2. Al tomar la decisión, los distritos también pueden tomar en consideración otros indicadores del progreso del
estudiante, incluyendo puntajes en los resultados de medición de las pruebas de STAAR, la evaluación subjetiva del
maestro y la evaluación de los padres.
Favor de indicar su autorización para la participación de su hijo/a en el programa bilingüe o el programa de
inglés como segundo idioma (ESL) poniendo su firma en el espacio indicado.
□ Yo quiero que mi hijo/a participe en el Programa de bilingües Espanol (PK-5) o ESL (6-12 o K-5 otro lenguaje).
□ Yo no quiero que mi hijo/a participe en el Programa de bilingües/ESL. Me gustaría hablar de otras opciones cuales
pertenecen a las necesidades academias/lenguajes de mi hijo/a.
_____________________________________________________
Firma de padre/madre/representante legal
_____________________________
Fecha
Nota: Por favor regrese esta notificación al maestro/a de su hijo/a.
_____________________________________
____________
Si tiene preguntas,
llame
a nuestra oficina y hable con___________________________,
(teléfono)______________.
Signature
of parent/guardian
Date
27
LPAC Meeting Minutes Form
Student Name: _______________________________________ Campus: _____________________ Date: ____________
Purpose of the Meeting:
Initial Placement…… [Beginning-of-year (BOY) or time of enrollment]
State Assessments.. [Middle-of-Year (MOY)]
Annual Review……... [End-of-Year (EOY)]
Amendments / Other
This LPAC meeting will review and address:










Program Placements
Review student progress
Instructional Accommodations
STAAR Linguistic Accommodations
Transition from elementary bilingual services in Grade 5 to secondary ESL services beginning in Grade 6
Exit/Reclassification (review exit criteria)
4 year Monitor (review progress and achievement data)
Parental Denial
Special Education Students
Other, please specify: _________________________________________________________________________
Circle grade levels reviewed: PK K 1 2 3 4 5 6 7 8 9 10 11 12
Summary of LPAC decisions or actions taken:
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
The BE/ESL Yellow ELL Folder that is kept in the student’s permanent record shall contain a copy of these minutes along with documentation
of all data collected, actions, and signatures taken by the LPAC Committee impacting the English Language Learner at this meeting.
________________________________
Signature of person completing minutes
_______________________
Position
.
28
KEEP IN PERMANENT RECORD FOLDER
Student History Worksheet
Student Name:
Student ID:
________________________
Initial Date of Enrollment in U.S. Schools:
________________________
Date Identified as EL:
Schooling Outside U.S.
School
Year
Grade
Where
All or
Partial
School
Year?
(A,P)
Total Time
Enrolled If
Partial
(NS = No
schooling)
_______________________
_______________________
Schooling in U.S.
Where
Enrolled 60
Consecutive
School Days
(Y or N)
School Year of
Enrollment in U.S.
Program
Participation
(Designated LPAC member to
sign and date each year)
This form can help
 keep track of a student’s EL status, program participation, years in U.S. schools, and TELPAS reading rating;
 monitor extensive absences of schooling outside the U.S. and the schooling patterns of students who move in and out of the U.S.; and
 summarize a student’s test history.
29
TELPAS
Reading
Rating
Test Decision
STAAR Participation and Accommodation, or Designated Support Decisions
CAMPUS __________________________
DISTRICT ________________________________
SCHOOL YEAR ________
PART I: Documentation and Justification of STAAR Participation Decisions
The following table may be used to document and justify STAAR assessment decisions, as required by Section 101.1005 of the Texas Administrative Code. In the “Subject/Courses Administered”
column, indicate All if the student will be assessed with the same statewide assessment for all subjects/courses administered during the school year. Otherwise, list the specific subjects/courses for
the applicable assessments.
For an ELL who receives special education services, the student’s admission, review, and dismissal (ARD) committee is required to make and document the assessment decisions in conjunction with
the language proficiency assessment committee (LPAC). Reminder: An ELL who receives special education services may be eligible to participate in STAAR Alternate 2 in accordance with the
applicable requirement for this assessment. Only reasons associated with the student’s particular disability, not with the student’s second language acquisition, may be considered.
For STAAR Spanish, the justification must be based on the participation requirements and must specifically validate the assessment decision. For STAAR and STAAR Alternate 2, follow the
instructions in the STAAR Decision-Making Guide for LPACs when completing the justification column.
STUDENT NAME ___________________________________
ENROLLED GRADE ________
Assessment
Participation Criteria
STAAR
 General state assessment required for ELLs not administered another assessment below
STAAR Spanish
Subject/Courses
Justification
Administered
(Attach additional information if more room is required.)
 Available for ELLs in grades 3–5 for whom a Spanish version of STAAR most
appropriately measures their academic progress
 Not permitted for an ELL whose parent or guardian has declined bilingual/ESL program
services
 Available for students receiving special education services, including those who are
ELLs, who meet requirements for an alternate assessment based on alternate academic
STAAR Alternate
achievement standards
2
 Participation requirements found on the STAAR Alternate 2 Resources webpage
*For EOCs, STAAR accommodation decisions can be carried over from spring to the June and December administrations. This also applies to Grade 5 and 8 retest opportunities in May and June.
30
PART II: Record of Designated Support Decisions for STAAR Program
This table may be used by the LPAC to document STAAR accommodation decisions for ELLs. Place a check next to the applicable supports below and indicate for which subject(s)/course(s) the
accommodation and test format is to be used. The LPAC’s decisions must be made in accordance with the state policies and procedures outlined in the following TEA publications: 2017 STAAR
Decision-Making Guide for LPACs and Educator Guide to Accessibility within the STAAR Program. Testing accommodations for ELLs who have a disability and qualify for other accommodations
must be attached or documented separately in the student’s permanent record file.
The signature of the student’s teacher affirms that the supports marked are based both on the student’s need and the student’s routine use of the support in classroom instruction and testing, as
outlined in the TEA publication titled Educator Guide to Accessibility within the STAAR Program.


STAAR Spanish is administered in paper format only.
STAAR Alternate 2: There is no specified list of allowable linguistic accommodations. Any language or other communication method routinely used with the student is permitted
SCHOOL YEAR: ____________
Su
pp
La
n
nt
en
t
Co
O
ra
l/S
ig
ne
d
Ad
m
in
ist
English
Paper (P)
or
or
Spanish
Online (O)
(3-5
English only
only)
ENROLLED GRADE: ________
ra
t io
or
gu
n
t
ag
s 1
1
*
e
Ex
an
tr
d
a
Vo
Ti
m
ca
e
bu
Di
la
ct
ry
io
Su
na
pp
ry
Ba
or
ts
sic
1*
Tr
an
sc
La
r ib
rg
e
in
Pr
g
in
t
Am
pl
ifi
ca
t io
M
n
an
De
ip
vi
ul
ce
at
s
i
M
ng
at
Te
he
st
m
M
at
at
ic
Pr
er
sM
oj
ia
ec
ls
an
t io
i
p
n
u
la
In
De
tiv
di
vi
vi
es
c
du
es
al
i
ze
Su
d
pp
St
le
ru
m
ct
en
ur
ta
ed
lA
Re
id
m
s
in
de
rs
STUDENT NAME: _____________________________
___
Signature of Student's Teacher for
Subject/Course
Mathematics
Science
Social Studies
Reading
Writing
English I
English II
English III
1 Students eligible for an Oral Administration and Content Supports and/or Language and Vocabulary Supports should take STAAR online since these supports are only offered online.
* These designated supports are available on STAAR online tests only.
Students for whom the LPAC recommends the use of Picture Dictionaries, Oral Administration, Language and Vocabulary Supports, or Extra Time as an accommodation for any reading or writing assessment, may not be
considered for exit at the end of the school year.
SIGNATURES OF DESIGNATED LPAC MEMBERS ________________________________________________________________________________________
These signatures affirm that the decisions recorded have been made by the LPAC committee in full accordance with the state policies and procedures.
LPAC MEETING DATE(S) ___________________________________________________________________________________________________________
31
Eligibility for STAAR English I Assessment Special Provision
Eligibility for the special provision under 19 TAC §101.1007 is to be determined by the LPAC and documented in the student’s
permanent record file.
 Complete this form to document that eligibility criteria are met.
 Keep the completed form in student’s permanent record file.
 Provide a copy to the campus testing coordinator.
Student Name________________________________________________________
ENROLLED GRADE _______
English I End-of-Course Assessment Special Provision under 19 TAC §101.1007
An ELL who meets the eligibility criteria below shall not be required to retake the assessment each time it is administered if the
student passes the course but fails to meet the passing standard.
Eligibility Criteria under 19 TAC §101.1007
This provision applies to an ELL enrolled in an English I course or an English for Speakers of Other Languages (ESOL) I course
if the ELL ―
 has been enrolled in U.S. schools for three school years or less or qualifies as an unschooled asylee or refugee enrolled in
U.S. schools for five school years or less, and
 has not yet attained a TELPAS advanced high reading rating.
An ELL whose parent or guardian has declined bilingual/ESL program services is not eligible for this provision.
1.
Indicate when the English course and assessment the student meets the eligibility criteria for will be taken. Note that
this form is applicable only to the course the student is currently taking.
English I/ESOL I course and English I end-of-course assessment
Course participation: __________________________ (e.g., 2015–2016 school year, spring semester 2016, etc.)
Assessment date: _____________________________ (e.g., May 2016)
2.
Sign below to affirm that the student qualifies for the special provision for the course and assessment checked above
and that school personnel have explained the provision to the student.
SIGNATURE OF DESIGNATED LPAC MEMBERS ______________________________ LPAC MEETING DATE _________
SIGNATURE OF STUDENT’S TEACHER FOR APPLICABLE COURSE1 __________________________ DATE ___________
After receiving the test scores, the student may opt to retake the assessment during any scheduled
administration if the student passes the course but fails to meet the passing standard.
Note: Generally, eligibility for the special provision must be established and documented each time a potentially
eligible ELL takes (or retakes) a course covered by this special provision. However, if the student fails a spring
course and re-enrolls in the course in the subsequent summer or fall, the LPAC is not required to meet again to
re-establish eligibility. Eligibility in spring carries over to July and December administrations.
32
ELL Instructional Accommodations
Student __________________________________
Grade _________
Date _______________
The LPAC has made the following recommendation(s) to facilitate learning: Instructional Accommodations that the student
shall routinely, independently, and effectively use during classroom instruction and classroom testing.
Content and Language Supports
ONLINE TESTING SUPPORT
scaffolded directions, tracking assistance,
graphic organizers and representations,
simplified language*
CLASSROOM SUPPORTS
clarify directions
scaffold directions in small/distinct steps
model pronunciation
peer and native language support
rephrase, repeat, or slow down
simplified language, simple conversations:
translate/simplify words/phrases/sentences
oral translations
gestures for added emphasis
ask questions requiring short answers
visuals and or verbal cues to reinforce
spoken or written words
multiple learning modes
alternate methods for completing
assignments and recording answers: (e.g.
write, say, do, peer assistance, group-work)
copy on card or desk instead of board
graphic organizers
drawing or pictorial representation
graphic representations of vocabulary and
concepts
pre-teach vocabulary
vocabulary flashcards, word bank
tracking assistance
provide reading assistance
read and model think aloud
organize reading in chunks
adapted texts
highlight textbook
audio materials
writing on familiar, concrete topics
scaffold writing assignments
tiered sentence stems
other ____________________________
other ____________________________
Supplemental Aides
Paper-based resources that assist in
recalling information
READING
mnemonic devices*
bilingual dictionary/glossary
WRITTEN COMPOSITION
list grammar and mechanics rules without
examples*
MATH
math charts*
graphics*
SCIENCE
Graphics without titles, words, colors,
numbers, symbols, acronyms, variables*
SOCIAL STUDIES
blank maps without titles, words, labels,
colors as labels, pictures, numbers,
symbols, etc.*
timelines with dates, no labels.*
Mathematics Manipulatives
Concrete objects or pictures of objects
for students to move and touch to
visualize concepts
real or play money (heads and tails)*
clocks with or without numbers; NO gears*
base-ten blocks*
counters (various types)*
algebra tiles without words, numbers,
pictures, or symbols*
fraction bars/circles without labels*
geometric figures without words, numbers,
pictures or labels. (2 or 3 dimensional, not
both)*
other ____________________________
other ____________________________
Oral Administration
assignments and tests can be read-a-loud*
online assignments and testing utilize
text-to-speech*
let student give or record answers in other
than a written manner (say, do, peer
assistance, group work, tutoring)
other ____________________________
other ____________________________
other ____________________________
other ____________________________
Extra Time
Individualized Structured Reminders
more time than normally allowed for
assignments, tasks, and tests*
extra day**
assign work in smaller amounts
avoid assignments requiring copying or
timed or timed writing
wait time: longer time for oral response
reduce length of assignments
extra time for complex assignments
other ____________________________
other ____________________________
paper clips/adhesive notes to divide
test/assignments into sections*
reminders of time left*
structured reminders / behavior plan*
personal timer or clock to move to next
question, page, or section*
index cards with handwritten or color coded
reminders to continue working*
seat close to teacher for supervision
other ____________________________
other ____________________________
Spelling Assistance
Manipulating Test Materials
Transcribing
visual sound cards*
Frequently misspelled word list*
spell check on word processor*
pocket spell checker*
text-to-speech or speech to text
software/apps/devices*
avoid penalizing for spelling errors
Provide tactile aids to spelling
other __________________________
other __________________________
Teacher physically manipulate test
materials, online tools, and equipment for
student per student directions
turning test booklet pages*
positioning ruler*
navigate mouse for online testing*
operating technology*
highlighting*
positioning math manipulatives*
recording notes in margins*
other ____________________________
other ____________________________
* STAAR accommodation TEA approval NOT required.
Basic
Answer documents*
Complex
answer documents and dictated
responses to writing prompts**
Mathematics Scribe
write dictated math scratch work and
computations on scratch paper, chalkboard,
whiteboard, or space on student’s test
booklet**
other ____________________________
other ____________________________
** STAAR accommodation TEA approval IS required.
Note: Students for whom the LPAC recommends accommodations marked with asterisks above may not be considered for exit at the end of the
school year.
33
Parental Report on Student Progress
Bilingual / ESL Program
Campus Name ____________________________________________Date_______________________
To the Parents/Guardians of ___________________________________________________________
State and federal law requires that we inform you of the progress of your son/daughter in the Bilingual/ESL program.
We have reviewed the following language and academic data to determine the best future placement for your
son/daughter.
Texas English Language Proficiency Assessment System (TELPAS)
B- Beginning
I - Intermediate
A - Advanced
AH – Advanced High
Listening
B
I
A
AH
Speaking
B
I
A
AH
Writing
B
I
A
AH
Reading
B
I
A
AH
State of Texas Assessment of Academic Skills (STAAR)
Assessment
Date
Scale Score
Grade Level Performance
Reading
Did Not Meet
Approaches
Meets
Masters
Writing
Did Not Meet
Approaches
Meets
Masters
Math
Did Not Meet
Approaches
Meets
Masters
Science
Did Not Meet
Approaches
Meets
Masters
Social Studies
Did Not Meet
Approaches
Meets
Masters
Other language/academic test(s) reviewed (optional)
English Oral Language Proficiency Test *(OLPT, PK-12)
Name:_________________________________________
Date Administered: _____________Results: Proficiency Level
NES
LES
FES
Norm-referenced Standardized Achievement Test *(Grades 2-12) Name:___________________________________
Date Administered: _____________Results: Reading %ile_________________ Language Arts %ile _____________
Name of test: _____________________
Date: _________________
Results Reading: _____________
Name of test: _____________________
Date: _________________
Results Writing: ______________
*Required for initial placement for bilingual and ESL services
Additional comments on student’s language acquisition/ academic progress
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
34
Students can exit the program when they are able to meet the following exit criteria set by the state for bilingual/ESL
program students:
1) TEA-approved tests that measure the extent to which the student has developed oral and written language
proficiency and specific language skills in English;
2) Satisfactory performance on the reading assessment instrument under the Texas Education Code,
§39.023(a), or an English language arts assessment instrument administered in English, or a score at or
above the 40th percentile on both the English reading and English language arts sections of a TEAapproved norm-referenced assessment instrument for a student who is enrolled in Grade 1 or 2; and
3) TEA-approved criterion-referenced written tests when available, other TEA-approved tests when written
criterion-referenced test is not available, and the results of a subjective teacher evaluation [TEC 29.056(g)].
Consequently, it has been recommended that your son/daughter:
Continue in the bilingual/ESL program (PK-5 bilingual Spanish) (ESL 6-12 or PK-5 other language)
Exit the bilingual/ESL program pending STAAR reading and/or writing results. If exit criteria is met, the student
will exit and be monitored for 4 additional school years. If exit criteria is not met, the student will continue in the
bilingual/ESL program.
Exit the bilingual/ESL program – exit criteria met; monitor for four (4) additional school years to ensure success
in school
Continue monitoring for three additional school years – exited student
Continue monitoring for two additional school years – exited student
Exit criteria met and monitoring for (4) additional years completed
Re-enter into the bilingual/ESL program
Provide intensive instructional support [TEC 29.0561(c)]
If you have any questions regarding this placement decision, please contact
___________________________________________________at our office at ____________________.
Name
Telephone
35
Informe para Padres sobre el Progreso del Estudiante
Programa Bilingüe / Inglés como segundo idioma
Escuela____________________________________________Fecha______________________
Para los padres/representantes legales de ________________________________________
Las leyes federales y estatales requieren programas educacionales para los estudiantes que no han dominado el
uso del inglés. Hemos revisado los resultados de las pruebas del dominio oral y de aprovechamiento académicos
de su hijo/a para tomar la mejor decisión sobre la educación futura de su hijo/a.
Protocolo de observaciones (TELPAS)
P- Principiante I - Intermedio A - Avanzado AS - Avanzado Superior
Habilidad para escuchar
P
I
A
AS
Habilidad para hablar
P
I
A
AS
Habilidad para escribir
P
I
A
AS
Habilidad para leer
P
I
A
AS
Examen del estado (STAAR)
Examen
Fetcha
Resultados
Rendición a Nivel de Grado
Lectura
No Calificó
Se Acerca
Calificó
Supera
Escritura
No Calificó
Se Acerca
Calificó
Supera
Matemáticas
No Calificó
Se Acerca
Calificó
Supera
Ciencia
No Calificó
Se Acerca
Calificó
Supera
Ciencias Sociales
No Calificó
Se Acerca
Calificó
Supera
Pruebas de lenguaje/académicas adicionales que se revisaron (opcional)
Prueba oral de dominio del idioma en inglés * (OLPT, PK-12) Nombre: _____________________________
Fecha de administración: ____________Resultados:___Nivel de dominio del idioma:
NES
LES
FES
Prueba de medición estandarizada* (Grados 2-12) Nombre: __________________________________
Resultados: Lectura: _______________Porcentaje
Artes del lenguaje en inglés (ELA) ______________Porcentaje
Nombre de la prueba: _____________
Fecha: ________________
Resultados Lectura: _______________
Nombre de la prueba: _____________
Fecha: ________________
Resultados Escritura:_______________
*Requerido para colocación en los programas bilingües e inglés como segundo idioma.
Comentarios adicionales sobre el progreso del idioma o del progreso académico del estudiante
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
36
Los estudiantes pueden salir del programa cuando hayan cumplido con los requisitos siguientes de salida
establecidos por el estado para los estudiantes en el programa bilingüe/ESL:
1) Exámenes aprobados por la Agencia de Educación de Texas (TEA) que miden el punto que
el estudiante ha desarrollado dominio del idioma oral y escrito y habilidades de lenguaje específicas en inglés;
2) Desempeño satisfactorio en el instrumento de la evaluación de la lectura bajo la Sección 39.023(a) del Código
de Educación de Texas, o un instrumento de evaluación de artes de lenguaje administrado en inglés, o una
puntuación de percentil 40 o superior en las ambas secciones de lectura en inglés y de artes del lenguaje en
inglés de un instrumento de evaluación de medición aprobada por la Agencia de Educación de Texas (TEA) si
el estudiante está matriculado en el primer o segundo grado; y
3) Exámenes de escritura de medición de criterios aprobados por la Agencia de Educación de Texas (TEA)
cuando sean disponibles, otros exámenes aprobados por la Agencia de Educación de Texas (TEA) cuando
exámenes de escritura de medición de criterios no sean disponibles, y los resultados de la evaluación
subjetiva del maestro [TEC 29.056(g)].
Por esta razón, se recomienda que su hijo/a:
Continúe en el programa bilingüe/ ESL: (PK-5 bilingüe Español) (ESL 6-12 o PK-5 otro lenguaje)
Continúe en el programa de inglés como segundo idioma
El criterio de salida del programa bilingüe/ESL está pendiente de los resultados del examen
STAAR de lectura y/o escritura. Si cumple el criterio de salida del programa, el estudiante será
supervisado por 2 años escolares adicionales. Si no se cumple el criterio de salida del
programa, el estudiante continuará en el programa bilingüe.
El criterio de salida del programa bilingüe/ESL se ha cumplido; supervise al estudiante por 4 años escolares
adicionales para que tenga éxito en la escuela
Supervise al estudiante por 3 años adicional – el estudiante ya no participa en el programa
Supervise al estudiante por 2 años adicional – el estudiante ya no participa en el programa
El criterio de salida se ha cumplido y la supervisión del estudiante por 4 años escolares
adicionales se ha cumplido
Se necesita firma para volver a participar en el programa bilingüe/ESL
Provea apoyo intensivo en instrucción [TEC 29.0561(c)]
Si tiene algunas preguntas sobre esta decisión, llame a
_________________________________________________a nuestra oficina al ____________________.
Nombre
Teléfono
37
End-of-Year LPAC Invitation
Bilingual / ESL Program
___________________
Date
Dear Parents,
We have chosen _________________ to meet with the parents of our students who are in our Bilingual
(date)
and English As A Second Language programs. During this time we will talk about the progress your
child has made this year and we invite you to come.
We have reserved _______________ for you. If you cannot come but want to participate, please call the
(time)
school at (469) 952-5400 and another date can be chosen.
Sincerely,
Invitatción LPAC del Fin de Año
del Programa Bilingüe/ Inglés como Segundo Idioma (ESL)
___________________
(Fecha)
Estimados Padres,
Hemos escogido el _________________ para juntas con los padres de los estudiantes en los
(fecha)
programas bilingüe Ingles como Segundo idioma. Durante este tiempo vamos a hablar del progreso de su
hijo/hija este ano, y los invitamos a asistir. Hemos reservado ______________ para Uds. Si Uds. no
pueden venir pero quieren participar, llamen a la escuela (469) 952-5400, y se puede escoger otra fecha.
Sinceramente,
38
Parent Notification and Approval for Exit
from Bilingual/English as a Second Language Program
Date: ___________________
Student: ________________________________________________
Dear Parent or Guardian,
Our Language Proficiency Assessment Committee (LPAC) has just completed our Annual Year Review to determine the
progress of your child, in our bilingual/English as a second language (ESL) program. This review is based upon tests that
measure the extent to which your child has developed proficiency in English, as well as overall academic success in all subjects
and courses taken.
We are pleased to inform you that your child has met exit criteria and has been reclassified as English Proficient by
the LPAC Committee, which means that your child will be able to exit the bilingual or English as a second language
program and participate equally in a general, all English, instructional program.
We are pleased to inform you that your child has met exit criteria pending STAAR reading and/or writing results. If
exit criteria is not met, the student will continue in the bilingual/English as a second language (ESL) program.
The LPAC Committee will continue to monitor the academic progress of your child for the next four years to ensure that he/she is
academically successful and will recommend placing him/her back in the bilingual or English as a second language program
again, if necessary.
Please sign and return this letter to approve the placement of your child in the general education classroom. If you do not
approve and would like to discuss other options that will address your child’s academic needs, please contact your child’s
bilingual or ESL teacher.
I approve the exit and placement of _____________________ in the general education classroom.
____________________________________ __________________________________
Parent Signature
Student
For school use:
_____________________
Date
__________________________
Date received by campus
 Student met exit criteria

Testing results verified by ____________________________________________________ (Name)

Documentation added to student’s folder.

Parent notified
 Student did not meet exit criteria

Student will remain in the bilingual program verified by ______________________________ (Name)

Documentation added to student’s folder.

Parent notified
39
Notificación a los Padres y Autorización de la Salida
del Programa Bilingüe/ Inglés como Segundo Idioma (ESL)
Fecha: ___________________
Estudiante: ________________________________________________
Estimados Padres o Guardianes,
Nuestro Comite de Evaluaciones de Habilidades en Lenguajes (LPAC) ha completado nuestro Reviso Anual para determinar el
progreso de su hijo/a en nuestro programa Bilingüe/Ingles Como Segundo Idioma (ESL). Este reviso es basado en examenes
cuales miden a cual grado su hijo/a ha desarrollado su habilidad en Ingles, y tambien su éxito en total de todos los temas que
esta tomando. Estamos muy contentos poder dejarle saber que su hijo/a cumplió lo necesario para poder exitar y fue clasificado
de nuevo como un estudiante con Habilidad en Ingles por el Comité de LPAC.
Esto quiere decir que su hijo/a puede exitar el Programa de Bilingüe o Ingles Como Segundo Idioma y participar
igual en un programa general, cual da instrucción en Ingles totalmente.
Esto quiere decir que su hijo/a puede exitar si ha cumplido el criterio de salida pendiente de los resultados del
examen STAAR de lectura y/o escritura. Si no se cumple el criterio de salida del programa bilingüe, el estudiante
continuará en el programa bilingüe
El Comité de LPAC continuara a revisar el progreso academio de su hijo/a por cuatro mas anos que siguen para asegurar que
el/ella tengan éxito en academias y recomendaremos poner el estudiante para tras en el programa de Bilingüe o Ingles Como
Segundo Idioma si es necesario.
Por favor, firme y devuelva esta carta para aprobar la colocación de su hijo/a en el salón de clases de educación general. Si
usted no apreva la desiccion y desea discutir otras opiciones sobre el académico de su hijo/a, porfavor hable con el mastro/a de
Bilingüe o ESL de su hijo/a
Apruebo la salida y la colocación de _____________________ en el salón de clases de educación general.
____________________________________ __________________________________
Firma de Padres
Estudiante
For school use:
_____________________
Fecha
__________________________
Date received by campus
 Student met exit criteria

Testing results verified by ____________________________________________________ (Name)

Documentation added to student’s folder.

Parent notified
 Student did not meet exit criteria

Student will remain in the bilingual program verified by ______________________________ (Name)

Documentation added to student’s folder.

Parent notified
40
Special Education Exit Criteria Bilingual/ESL Services
Determine and Document Whether Student Has Met Modified Exit Criteria
At the end of the year, the ARD committee with key LPAC members meet to review the assessment results and
subjective teacher evaluation to determine if the student has met exit criteria.
Student’s name: ________________________ ARD meeting date: _________ End-of-year LPAC date: _________
The assessment results reviewed at the ARD were:
State Assessment Reading:
Met Standard Yes / No / NA
State Assessment Writing:
Met Standard Yes / No / NA
OLPT Level:
STAAR-A
Alternate
STAAR-A
Alternate
Results
TELPAS Listening
B
I
A
AH
TELPAS Speaking
B
I
A
AH
TELPAS Reading
B
I
A
AH
TELPAS Writing
B
I
A
AH
Summarize subjective teacher evaluation and attach documentation.

Does the student’s particular disabling condition warrant the need for Special Exit Criteria?

What evidence is documented in the IEP that indicates that the student will not be able to attain
the English Language Proficiency Standards (as measured by TELPAS) in one or more domains?

What evidence is documented to indicate that the student no longer appears to benefit (or is
expected to reach that point during the year) from second language acquisition support in
English to address cognitive, linguistic and affective needs?
Documentation attached
Teacher checklist
Student work
Observation protocol
Informal assessments
State assessment test results
TELPAS test results
Other:
Attach a copy of the documentation to the LPAC minutes, and Document on the student’s permanent record
folder.
Yes No: The decision was made to exit student from the Bilingual/ESL program based on the comprehensive
review of the ARD/LPAC Committee. Student will be reclassified as Non-EL and will be monitored for two school
years.
Attending the meeting were:
LPAC Representative: _____________________ General Ed Representative:
__________________________
Sp. Ed Representative: _____________________ Administrative Representative: __________________________
Parent: _____________________ Other(s): ________________________________________________________
41
Parent Notification of Student Re-entry into the Bilingual / ESL Program
Child’s Name ________________________________________ School _____________________________
Dear Parent / Guardian:
The Bilingual/ESL Program is designed for children of limited English proficiency. Your child was exited from the program on
_______________. However, recent test data, academic performance, and teacher’s recommendations indicate that your child should be reentered into the program.
Please sign and return this letter within ten (10) days to your child’s school to indicate whether you would like for your child to be re-entered into
the bilingual / ESL program.
Sincerely,
____________________________________
Signature of Principal
Check One:
I would like my child re-entered into the bilingual/ESL program.
I would like to request a conference with the principal to receive additional information.
________________________________________________
Signature of Parent / Guardian
___________________________
Date
I have had a conference with the principal, and the principal has provided more information regarding my child’s academic progress and the
bilingual / ESL program. However, I do not wish to have my child re-entered into the program.
________________________________________________
Signature of Parent / Guardian
___________________________
Date
Notificación de Reingreso al Programa Bilingüe / ESL
Nombre de miño/la niña ____________________________________
Escuela _____________________
Estimado padre / guardian:
El programa bilingüe/ESL es diseñado para niño/niñas de uso de ingles limitado. Su hijo/hija fue despedido del programa en
________________________. Sin embargeo, los resultados de exámenes recientes, su progreso académico, y las recomendaciones de sus
maestro indican que su hijo/hija debe reingresar en el programa.
Por favor firme y devuelva esta carta a la escuela dentro de dienz (10) días para indicar si Ud. quiere que su hijo/hija reingrese en el programa
bilingüe/ESL.
Sinceramente,
___________________________________________
Firma del director(a)
Marque Uno:
Quisiera que mi hijo/hija reingrese en el programa bilingü / ESL
Quisiera pedir una junta con el director para recibir información adicional.
______________________________________________
Firma del Padre / Guardián
_____________________________
Fecha
Yo he tenido una junta con el director, que me ha dado mas información acerca del progreso de mi hijo/hija y el programa bilingüe / ESL.
Sin embargo, no quisiera que mi hino/hija reingresara en el programa.
_______________________________________________
Firma del padre / guardian
______________________________
Fecha
42
Parent Survey
Bilingual Summer School Program K-1
Program Dates: _________________________
Location: ______________________________
Is your child entering Kindergarten or First Grade in the fall?
Your child may be eligible to attend the Bilingual K-1 Summer Program.
Please complete the following information so that we can send you information about the summer program:
Name of Child_________________________________________________________Birthdate_________________________
Parent / Guardian ______________________________________________________________________________________
Address____________________________________________________________________Telephone__________________
Home School __________________________________________________________________________________________
Please return this form to the principal at your home school.
Encuesta para Padres de Familia
Programa Bilingüe K-1
Programa de Verano
Fechas del Programa:________________________
Escuela:___________________________________
¿Tiene usted un hijo(a) que va a entrar a kindergarten o primer grado?
El/ella puede participar en el programa bilingüe de verano.
Por favor complete los siguientes datos para enviarle información sobre el programa bilingüe de verano:
Nombre de su hijo/a________________________________________________________________________________
Fecha de nacimiento________________________________________________________________________________
Padre/madre/representante legal ______________________________________________________________________
Dirección______________________________________________________Teléfono____________________________
Escuela __________________________________________________________________________________________
Por favor devuelva este formulario al director de la escuela de su hijo(a) o llame al departamento bilingüe al.
43
BILINGUAL/ESL SUMMER SCHOOL PROGRAM K-1
Program Dates: ______________________________
Dear Parent/Guardian:
The district will be offering a summer program for children of limited English proficiency who will be enrolled in Kindergarten or First Grade
in the fall. This program will help your child to continue in his/her development of social skills, literacy, and his/her use of language needed
for success in school. The program will take place from _______________to _______________. Classes will be from
_____________to______________. Children attending the summer program will be offered ___________________________________
Please fill out the following information needed to place your child on the list of children planning to attend:
Name of child__________________________________________________________Birthdate____________________
Parent/Guardian’s name_____________________________________________________________________________
Address______________________________________________________________Telephone____________________
Please send this information to ________________________. If your child was not enrolled in the district during the regular school year,
please bring the following documents on the first day of the summer program: _____________________________________________
If you have any questions, please call __________________________________________________at ___________________________.
ESCUELA DE VERANO DEL PROGRAMA BILINGÜE/ESL
Fechas del Programa: ________________________________________
Estimado Padre/Madre/Representante Legal:
El distrito (escuela) estará ofreciendo un programa de verano para niños que no han dominado el idioma inglés y que van a entrar a
Kindergarten o Primer Grado en el otoño. Este programa le ayudará a su hijo/a a que continúe su desarrollo en destrezas sociales, el
alfabeto, y su uso de lenguaje para tener éxito en la escuela. El programa tendrá lugar desde ________________a________________.
Las clases serán de (____________a ____________. Los niños que vengan al programa de verano recibirán
___________________________________. Por favor complete la siguiente información que se necesita para poner a su hijo/a en la lista
de estudiantes que piensan asistir:
Nombre del Niño/a_____________________________________________________Fecha de nacimiento_________________________
Nombre de Padre/Madre/Representante legal_________________________________________________________________________
Dirección o Domicilio____________________________________________________Teléfono__________________________________
Por favor mande esta información a ___________________________. Si su niño/a no fue matriculado en el distrito durante el año
escolar, traiga los siguientes documentos el primer día del programa de verano: _____________________________________________
Si tiene alguna pregunta, por favor llame a___________________________________________, (teléfono) _______________________.
44
Bilingual/ESL Teacher Staff Development Record
Teacher: ________________________________________
Date: _______________________________
Return form to: ___________________________________
Please Complete the following table regarding Bilingual and/or ESL Professional Development that you have attended beginning
June 1st of the current school year ________/_________.
Topic
Date
Results
List any specific Bilingual/ESL training needs you have for the next school year:
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
___________________________________________________________________________________________
45
Campus/Grade Level ELL Student Roster
Use this form as a record of ELL students on your campus. Multiple forms may be used.
Campus: __________________________________
Grade
Last Name
First Name
Status
School Year: _____________
*
Grade
Last Name
First Name
Status
Status: EL, M1, M2, M3, M4
*Indicators: (* = Special education) (** = 504) (D = Parent Denial)
Grade: ___________EL# _____________ M1# ____________ M2#____________ M3# _____________ M4# ___________ D#____________
Grade: ___________EL# _____________ M1# ____________ M2#____________ M3# _____________ M4# ___________ D#____________
46
*
LPAC INFORMATION TRACKING SHEET
ADDITIONAL INFO
TESTING INFORMATION
CAMPUS: _______________________
STAAR
Year: ___________
Year: ___________
L
L
S
R
(B,I,A,AH)
W
S
R
W
AT
ENTRY
AT
EOY
DATE
CURRENT YEAR
(B,I,A,AH)
MATH
P = Pass F = Fail
e = online with embedded supports
47
LAST YEAR
DENIAL
WRTG
TELPAS
PARENTAL
CONSENT
FOR
SERVICES
APPROVAL
FES DATE
DATE
EOY
(IF TESTED)
ENTRY
EL (Y or N)
HLS (S or O)
Years in US
Grade
RDG
LPAC
MEETING
DATE
EXIT
OLPT
SCORES
(NES/LES/FES)
STUDENT INFORMATION
STUDENT NAME
SCHOOL YEAR: _______________
Bilingual / ESL Annual Evaluation Report (Page 1)
Campus: _______________________________
School Year: ____________________________
Date Of Report: _______________________________
Person Completing Report: _____________________
Instructions: Please complete for your campus. Submit one copy to Central Office by June 1.
ANNUAL ASSESSMENT OF ALL BILINGUAL / ESL STUDENTS
Oral Language
Proficiency
ELL Students
English Reading
7
8
9
10
11
12
48
# Showing
Improvement
6
Writing
# Tested
5
# Showing
Improvement
4
# Tested
3
Reading
# Showing
Improvement
2
STAAR
TELPAS
# Tested
1
Measure
# Showing
Improvement
K
English Language
Arts
# Tested
P
K
# Showing
Improvement
Measur
e
# Tested
# Showing
Improvement
Measure
# Tested
# Showing
Improvement
# Tested
#EL Reported
as Dropout
# Monitor 4
# Monitor 3
# Monitor 2
# Monitor 1
# Exited
# Passed
All Subj.
# EL in
Grade
Grade
Measure
Written Lang.
Proficiency
LPAC, Assessment (TELPAS-STAAR), ELL Strategies
BE/ESL Annual Evaluation Report (Page 2)




District and campus meetings and trainings
Region 10 face-to-face and Zoom recordings
TEA TETN and PPTs
other
TEACHER INFORMATION
BILINGUAL / ESL TEACHER(S) / AIDE(S)
Training Attended
Name
T/A
Topic
Training Attended
Date
Results
Name
1.
5.
2.
6.
3.
7.
4.
8.
49
T/A
Topic
Date
Results
NOTE: Due the week after the end
of the Summer Program.
Bilingual / ESL Annual Summer School Evaluation Report
SUMMER PROGRAM EVALUATION
ORAL PROFICIENCY
EL Students Attending
IPT
# Students
Completing Summer
Program
# Enrolled in
Summer Program
Grade
(prior to
summer
program)
Measure
#NES
#LES
#FES
Eligible for Kindergarten
Eligible for 1st Grade
NOT ENROLLED PRIOR
SCHOOL YEAR
TOTAL
Summer Program Teacher(s) _______________________________________
Name
_______________________________________
Name
_______________________________________
Name
_______________________________________
Name
_______________________________________
Name
Summer Program Aide(s)
_______________________________________
Name
______________________________________
Grade(s)
______________________________________
Grade(s)
______________________________________
Grade(s)
______________________________________
Grade(s)
______________________________________
Grade(s)
______________________________________
Grade(s)
Number of Days for Summer Program
_____________________________
Total # Hours Per Day
______________________________
Total # Hours of Instruction for Summer Program
______________________________
50
EL Student Bilingual/ESL PEIMS Entry
Student Name: _____________________________________________
Grade: ____________ Date: _____________
Campus EL/BE/ESL Coordinators: Please complete the following information after the LPAC meeting determines initial EL status, program placement and parent permission letters have
been signed and returned for new students AND after the end of the year LPAC review for current students if there has been a program change. This form is then submitted to the
PEIMS Secretary at your campus for coding and is an auditable document.
LEP CODE: Circle one
EL Identification Status:
0 – Not EL
1 – Identified as English Learner (EL)
F – Exited EL, Monitored 1 Status
S – Exited EL, Monitored 2 Status
3 – Exited EL, Monitored 3 Status
4 – Exited EL, Monitored 4 Status
Identified Date: _______________________________
(Original date parent signed permission/denial letter for LEP identification)
Program Exit Date: ______________________________
(For exited students only: Date of exit or last day of school year, not LPAC date)
EL SERVICE TYPE: Circle one Bilingual OR one ESL Code
Bilingual (Spanish grades PK-5)
0 - No Bilingual Program Participation
2 - Transitional Bilingual Early Exit
ESL (all languages grades 6-12) and
(other languages than Spanish PK-5)
0 - No ESL Program Participation
2 - ESL Content-based (PK-2 self-contained and 3-5 if all content teachers are ESL certified)
3 - ESL Pull-out (6-12 and other lang. 3-5 if all content teachers are NOT ESL certified)
Start Date: _________________________
Exit Date: _______________________
(Date current service type began @ PISD. Then report only if
there has been a program change from the prior year.)
(Date current service type ended due to a program change.
If at the end of the year, report on the day after the last day of school)
PARENTAL PERMISSION CODE: Circle one
Parent Permission Type
3 - Requested Placement of Non-EL student
7 - Did not respond
B - Approved PK-8 in ESL Program, not denied bilingual
C - Denied placement in any special language program
D - Approved placement in bilingual program
F - Approved 9-12 LPAC Plan
G – Approval of place of recent exit non-EL
CENSUS INFORMATION: Complete for “New” Students to the District Only
Demographics Tab
Years in US Schools Tab
Enrollment Tab
First Entered US: __________
Born Outside of US: Yes No
Country: ______________________
First Entered US School: __________
Enrolled in PISD Date: ____________
Home Primary Language: _________
Immigrant: Yes No
First year in 1st Grade: __________
(Cannot count PK or K: Must count Grade 1 or after)
Revised September 29, 2016 - This form is based on Infinite Campus terms and format.
BE/ESL Campus Coordinator Signature: _____________________________________ Date: _______________
51
Maintain in student’s record folder.
ELL Transfer Request Documentation Form
Student Name:
Enrollment Date:
The following documents are needed to conduct the LPAC meeting and to determine English Language Learners (ELL)/Limited English
Proficiency (LEP) eligibility or continuation of services. The LPAC has 20 school days to gather documentation, conduct LPAC meeting,
place student, and receive parent permission. It is critical to receive information prior to the LPAC Meeting to make the best decision
possible. NOTE: Number of attempts is not limited to three times. All attempts must be made with previous districts to receive required
documents.
Transfer Request
Document
Document attempts & gather information – Name of District staff, time, & date
Home language survey
(HLS)
1st
2nd
3rd
Additional
Oral language
proficiency test (OLPT)
1st
2nd
3rd
Additional
Norm Referenced test
1st
2nd
3rd
Additional
LPAC Initial Review
1st
2nd
3rd
Additional
LPAC
1st
2nd
3rd
Additional
Parent Permission
1st
2nd
3rd
Additional
Denial form
1st
2nd
3rd
Additional
Exit form
1st
2nd
3rd
Additional
Monitoring form
1st
2nd
3rd
Additional









Home language survey (HLS) – original or copy of the student’s first HLS from when they first entered school.
Oral language proficiency test (OLPT) – copy of the OLPT from when student started school. If student was in a bilingual program, request should be made for
the English and Spanish test. Required for all grade levels.
Norm Referenced test – the test is required for students who entered Texas at Grade 2 and above in addition to the OLPT.
LPAC Initial Review – the initial review form will contain important information related to LPAC initial recommendations and eligibility as ELL/LEP. It may also have
information related to the OLPT.
LPAC – Most recent LPAC documentation prior to transfer.
Parent Permission– the parent permission form provides permission for services in the Bilingual or ESL program.
Denial form – the denial form denies services for the Bilingual or ESL program.
Exit form – the exit information is important as ELL/LEP will no longer receive services if they have met exit criteria. If ELL/LEP is participating in Bilingual/ESL
program they will not have exit information. Student will be monitored for 2 years after exit.
Monitoring – the monitoring information is important as student has met exit criteria but must be monitored for 2 years. PEIMS would indicate F1 – First year
(previously -M1) or F2 – Second year (previously -M2) If ELL/LEP is participating in Bilingual/ESL program they will not have monitoring information.
 Assessment – Current TELPAS and state assessment information.
52
ELL Cumulative Folder Documentation Checklist
Student Name:
Date of Birth:
# 1 ELL Cumulative Folder Documentation Checklist
Place as the first thing in the front of the yellow ELL folder
# 2 Initial Documentation
At the BOY, collect and paperclip these documents together in this order and place behind the checklist
√
Form
Date
Student History Worksheet (filled out & signed annually at EOY)
Original Home Language Survey (HLS)
Original Parental Approval/Denial
Parent Exit Approval
Initial LPAC Identification/Placement/Recommendation/Minutes Forms
(Only if from another Texas district. If from PISD, this information is written on the yellow folder.)
Original Oral Language Proficiency Tests (OLPT) English and Spanish (PISD uses IPT)
Original Agency Approved Norm-Referenced Test (PISD uses ITBS)
# 3 Annual Documentation
At the EOY, compile these documents in this order, paperclip together, label the grade, and place on top of the previous year behind the initial
documentation packet.
Documentation
Date
Date
Date
Date
Date
Date
Date
Date
EOY Minutes
(Other LPAC info written on yellow folder)
Report Card/Grade Sheet
Instructional Accommodations Sheet (current year)
STAAR Linguistic Accommodations Sheet (MOY)
State Assessment Results (STAAR)
TELPAS Individual Student Profile
TELPAS Writing Samples
All other documentation (current year)
NOTE: At the EOY annual LPAC, you make accommodation sheets for the NEXT year for participating ELLs. Do not put those sheets with the
current paper clipped year. Place it on top of the year the student just completed (free “floating”).
53
PISD
BILINGUAL/ESL
YELLOW FOLDER
CONTENTS
Each ELL student’s information and documents related to
identification, assessment, program placement, exit, and
monitoring for the bilingual/ ESL program are recorded and kept
inside the yellow folder. The yellow folder is maintained inside the
student’s cumulative folder. The contents of the yellow folder are
on the following pages.
54
HLS Date: _______________________
Enrollment Date: ________________
LPAC Date: ___________________
Placement Date: _______________
Parent Approval Date: _____________
INITIAL REVIEW
Parent Denial Date: ________________
Bilingual Education / ESL Program
Student Name: ______________________________________
DOB: _________ Age:_______ Grade: ________________
Student PEIMS #: _________________________________________
Campus: _________________________________________________
New Student History
Student Transferred from a Texas Public School
Student is New to the US or Texas
District: _________________ School: ___________________________
Reviewed previous LPAC/records (attached) and placed student accordingly
Country/State: ________________ School: ______________________
Review of previous records (attached) and Texas assessment required
Immigrant Status According to PEIMS
Yes
Evidence of Insufficient Schooling Outside US (Documentation Attached)
Periods of absence
No
Inadequate foundation of learning
Initial Identification
Testing Accepted from Another District
Oral Language Proficiency Test (IPT) PK-12
OLPT Test: _____________________
Language Level: _________________
Date: ___________
Achievement Test: _______________
Reading _____%ile Lang. Arts _____%ile
Date:____________
NES
(If Applicable)
LES
Beginning
Core Subjects
FES
Early Intermediate
Intermediate
Early Advanced
Date:____________
Level of Academic Achievement
RTI →
Tier 1
Tier 2
Tier 3
§504
Dyslexia
GT
Migrant
At Risk
OEYP
CATE
Other____________
Advanced
Reading __________%ile
Language Arts ____________%ile
Date:____________
LPAC Recommendations
End-of-Year Grade
Reading or ELAR
Writing (If Graded Separately)
Math
Science
Social Studies
High School Credits Earned
Special Programs
Norm Referenced Standardized
Achievement Test (ITBS) 2-12
English Language Program Based on Tests Administered
EL
Non EL
Parent Approval
Parent Denial
__________________________________________________________
Language Program Initial Placement:
Elementary (PK-5) Bilingual Education Program (Spanish)
Elementary (PK-5) ESL Education Program (Other Language)
Secondary (6-12) ESL Education Program (All Languages)
Regular English Program
Special Ed.
Initial program placement is based on services provided by grade level, and ELLs continue
services offered by grade (PK-12) until exit criteria is met.
Documentation Checklist
LPAC Signatures
Parent Notification for Placement:
PISD Parental Approval - Identification and Placement Form
Student’s Parent/Guardian: _________________________________
LPAC Parent Representative: _______________________________
Bilingual/ESL Educator: ____________________________________
Transitional Gen. Ed. Educator: ______________________________
Campus Administrator: _____________________________________
ARD Committee Representative (If Needed): ____________________
Other (Specify Title): _______________________________________
(Form includes: Program Description, Benefits to Student, Level of
Language, Academic Proficiency, and Parent Approval or Denial)
Complete and Attach (If Applicable):
Student History Worksheet
Home Language Survey
Parent Approval or
Parent Denial
Assessment Decision Record
ELL Instructional Accommodations
LPAC Tracking Sheet
Assessments
Comments: (See Minutes Attached)
________________________________________________________
________________________________________________________
________________________________________________________
PLACE ELL CUMULATIVE FOLDER CHECKLIST INSIDE THIS FOLDER WITH ALL REQUIRED DOCUMENTATION AND INSERT FOLDER IN STUDENT’S CUMULATIVE FOLDER
55
Annual End-of-Year Bilingual/ESL Review - Student Name:
Academic Year:
ANNUAL REVIEW / EXIT CRITERIA
TELPAS
Domain
STAAR
Level of English Proficiency
Assessment
Listening
Scale
Score
Reading
Beginning
Speaking
Intermediate
Beginning
Reading
Intermediate
Beginning
Writing
Intermediate
Beginning
Composite
Score
Intermediate
Advanced
Advanced
Advanced
Advanced
Did
Not Meet
Did
Not Meet
Did
Not Meet
Did
Not Meet
Did
Not Meet
Adv. High
Writing
Adv. High
Math
Adv. High
Science
Adv. High
Social St.
Beginning
Intermediate
Advanced
Adv. High
Special Programs
Migrant
At Risk
OEYP
CATE
Other____________
Credits earned toward graduation (9-12): _______________
Other Assessments
Assessment
Subject
Reading or ELAR
(If Applicable Attach)
Istation:
ISIP Overall
DRA
Raw
Score:
Level:
IPT
ITBS
FES
Reading ________%ile
Lang. Arts _______%ile
Approaches
Meets
Masters
Approaches
Meets
Masters
Approaches
Meets
Masters
Approaches
Meets
Masters
EL Classification
Continue Program:
• (PK-5) Bilingual Spanish or ESL other language
• (6-12) ESL all languages other than English
Discontinue Program: Parent Denial
Exit Program: Met Criteria
EL
Reclassified Non-EL
LPAC Signatures
Student’s Parent/Guardian: ____________________________________
LPAC Parent Representative: __________________________________
Bilingual/ESL Educator: _______________________________________
Transitional Gen. Ed. Educator: _________________________________
Campus Administrator: ________________________________________
ARD Committee Representative (If Needed): ________________________
Other (Specify Title): ____________________________________________
Math
LES
Masters
EOY Grade
Writing
NES
Meets
Program Placement
Academic Achievement
Score
Approaches
LPAC Recommendations
Consider student participation in special programs when making exit decisions:
RTI →
Tier 1
Tier 2
Tier 3
§504
Dyslexia
Special Ed.
GT
Grade Level Performance
Science
Social Studies
(See Minutes Attached)
Annual End-of-Year Bilingual/ESL Review - Student Name:
Academic Year:
ANNUAL REVIEW / EXIT CRITERIA
TELPAS
Domain
STAAR
Level of English Proficiency
Assessment
Listening
Reading
Beginning
Intermediate
Advanced
Adv. High
Speaking
Writing
Beginning
Intermediate
Advanced
Adv. High
Reading
Math
Beginning
Writing
Intermediate
Beginning
Composite
Score
Intermediate
Beginning
Intermediate
Advanced
Advanced
Advanced
Adv. High
Adv. High
Adv. High
Special Programs
Migrant
At Risk
OEYP
CATE
Other____________
Credits earned toward graduation (9-12): _______________
Other Assessments
Assessment
Score
(If Applicable Attach)
Istation:
ISIP Overall
DRA
IPT
ITBS
Raw
Score:
Level:
NES
Academic Achievement
Subject
Reading or ELAR
Writing
Math
LES
FES
Reading ________%ile
Lang. Arts _______%ile
Science
Social Studies
Social St.
Grade Level Performance
Did
Not Meet
Did
Not Meet
Did
Not Meet
Did
Not Meet
Did
Not Meet
Approaches
Meets
Masters
Approaches
Meets
Masters
Approaches
Meets
Masters
Approaches
Meets
Masters
Approaches
Meets
Masters
LPAC Recommendations
Consider student participation in special programs when making exit decisions:
RTI →
Tier 1
Tier 2
Tier 3
§504
Dyslexia
Special Ed.
GT
Science
Scale
Score
Program Placement
Continue Program:
• (PK-5) Bilingual Spanish or ESL other language
• (6-12) ESL all languages other than English
Discontinue Program: Parent Denial
Exit Program: Met Criteria
EL Classification
EL
Reclassified Non-EL
LPAC Signatures
EOY Grade
Student’s Parent/Guardian: ____________________________________
LPAC Parent Representative: __________________________________
Bilingual/ESL Educator: _______________________________________
Transitional Gen. Ed. Educator: _________________________________
Campus Administrator: ________________________________________
ARD Committee Representative (If Needed): ________________________
Other (Specify Title): ____________________________________________
(See Minutes Attached)
Annual End-of-Year Bilingual/ESL Review - Student Name:
Academic Year:
ANNUAL REVIEW / EXIT CRITERIA
TELPAS
Domain
STAAR
Level of English Proficiency
Listening
Beginning
Speaking
Intermediate
Beginning
Reading
Intermediate
Beginning
Intermediate
Advanced
Advanced
Advanced
Assessment
Scale
Score
Reading
Adv. High
Did
Not Meet
Did
Not Meet
Did
Not Meet
Did
Not Meet
Did
Not Meet
Writing
Adv. High
Math
Adv. High
Writing
Science
Beginning
Composite
Score
Intermediate
Advanced
Adv. High
Social St.
Beginning
Intermediate
Advanced
Adv. High
Special Programs
Migrant
At Risk
OEYP
CATE
Other____________
Credits earned toward graduation (9-12): _______________
Other Assessments
Assessment
Subject
Reading or ELAR
(If Applicable Attach)
Istation:
ISIP Overall
DRA
Raw
Score:
Level:
IPT
ITBS
FES
Reading ________%ile
Lang. Arts _______%ile
Approaches
Meets
Masters
Approaches
Meets
Masters
Approaches
Meets
Masters
Approaches
Meets
Masters
Program Placement
EL Classification
EL
Reclassified Non-EL
LPAC Signatures
Student’s Parent/Guardian: ____________________________________
LPAC Parent Representative: __________________________________
Bilingual/ESL Educator: _______________________________________
Transitional Gen. Ed. Educator: _________________________________
Campus Administrator: ________________________________________
ARD Committee Representative (If Needed): ________________________
Other (Specify Title): ____________________________________________
Math
LES
Masters
EOY Grade
Writing
NES
Meets
Continue Program:
• (PK-5) Bilingual Spanish or ESL other language
• (6-12) ESL all languages other than English
Discontinue Program: Parent Denial
Exit Program: Met Criteria
Academic Achievement
Score
Approaches
LPAC Recommendations
Consider student participation in special programs when making exit decisions:
RTI →
Tier 1
Tier 2
Tier 3
§504
Dyslexia
Special Ed.
GT
Grade Level Performance
Science
Social Studies
(See Minutes Attached)
Annual End-of-Year Bilingual/ESL Review - Student Name:
Academic Year:
ANNUAL REVIEW / EXIT CRITERIA
TELPAS
Domain
STAAR
Level of English Proficiency
Listening
Beginning
Intermediate
Advanced
Assessment
Adv. High
Speaking
Writing
Beginning
Intermediate
Advanced
Adv. High
Reading
Math
Beginning
Intermediate
Advanced
Adv. High
Writing
Science
Beginning
Composite
Score
Intermediate
Beginning
Intermediate
Advanced
Advanced
Adv. High
Adv. High
Special Programs
Migrant
At Risk
OEYP
CATE
Other____________
Credits earned toward graduation (9-12): _______________
Other Assessments
Assessment
Score
(If Applicable Attach)
Istation:
ISIP Overall
DRA
IPT
ITBS
Raw
Score:
Level:
NES
Academic Achievement
Subject
Reading or ELAR
Writing
Math
LES
FES
Reading ________%ile
Lang. Arts _______%ile
Science
Social Studies
Social St.
Grade Level Performance
Did
Not Meet
Did
Not Meet
Did
Not Meet
Did
Not Meet
Did
Not Meet
Approaches
Meets
Masters
Approaches
Meets
Masters
Approaches
Meets
Masters
Approaches
Meets
Masters
Approaches
Meets
Masters
LPAC Recommendations
Consider student participation in special programs when making exit decisions:
RTI →
Tier 1
Tier 2
Tier 3
§504
Dyslexia
Special Ed.
GT
Reading
Scale
Score
Program Placement
Continue Program:
• (PK-5) Bilingual Spanish or ESL other language
• (6-12) ESL all languages other than English
Discontinue Program: Parent Denial
Exit Program: Met Criteria
EL Classification
EL
Reclassified Non-EL
LPAC Signatures
EOY Grade
Student’s Parent/Guardian: ____________________________________
LPAC Parent Representative: __________________________________
Bilingual/ESL Educator: _______________________________________
Transitional Gen. Ed. Educator: _________________________________
Campus Administrator: ________________________________________
ARD Committee Representative (If Needed): ________________________
Other (Specify Title): ____________________________________________
(See Minutes Attached)
MONITORING OF EXITED STUDENTS: Student Name:
Exit Date:
Academic Progress
First-Year
Monitoring
Core Subjects
Academic Progress
EOY Grade
Reading or ELAR
Writing (If Separate)
Math
Date: _______
Science
Social Studies
Credits earned toward graduation (9-12)
Second-Year
Monitoring
Core Subjects
EOY Grade
Reading or ELAR
Writing (If Separate)
Math
Date: _______
Science
Social Studies
Credits earned toward graduation (9-12)
State of Texas Assessments of Academic Readiness: ( STAAR )
State of Texas Assessments of Academic Readiness: ( STAAR )
Subject
Subject
Scale
Score
Grade Level Performance
DNM
DNM
DNM
DNM
DNM
Reading
Writing
Math
Science
Social St.
Approaches
Approaches
Approaches
Approaches
Approaches
Meets
Meets
Meets
Meets
Meets
Masters
Masters
Masters
Masters
Masters
Scale
Score
DNM
DNM
DNM
DNM
DNM
Reading
Writing
Math
Science
Social St.
LPAC Recommendations
Reclassification/Program Reentry
Grade Level Performance
Approaches
Approaches
Approaches
Approaches
Approaches
Meets
Meets
Meets
Meets
Meets
Masters
Masters
Masters
Masters
Masters
LPAC Recommendations
Continue in Regular Program
Reclassification/Program Reentry
Continue in Regular Program
LPAC Signatures
LPAC Signatures
Student’s Parent/Guardian: _______________________________________
LPAC Parent Representative: _____________________________________
Bilingual/ESL Educator: __________________________________________
Transitional Gen. Ed. Educator: ____________________________________
Campus Administrator: __________________________________________
ARD Committee Representative (If Needed): __________________________
Other (Specify Title): _____________________________________________
(See Minutes Attached)
Student’s Parent/Guardian: ________________________________________
LPAC Parent Representative: ______________________________________
Bilingual/ESL Educator: ___________________________________________
Transitional Gen. Ed. Educator: _____________________________________
Campus Administrator: ____________________________________________
ARD Committee Representative (If Needed): ___________________________
Other (Specify Title): ______________________________________________
(See Minutes Attached)
Academic Progress
Third-Year
Monitoring
Core Subjects
Academic Progress
EOY Grade
Reading or ELAR
Writing (If Separate)
Math
Date: _______
Science
Social Studies
Credits earned toward graduation (9-12)
Fourth-Year
Monitoring
Core Subjects
EOY Grade
Reading or ELAR
Writing (If Separate)
Math
Date: _______
Science
Social Studies
Credits earned toward graduation (9-12)
State of Texas Assessments of Academic Readiness: ( STAAR )
State of Texas Assessments of Academic Readiness: ( STAAR )
Subject
Subject
Reading
Writing
Math
Science
Social St.
Scale
Score
Grade Level Performance
DNM
DNM
DNM
DNM
DNM
Approaches
Approaches
Approaches
Approaches
Approaches
Meets
Meets
Meets
Meets
Meets
Masters
Masters
Masters
Masters
Masters
LPAC Recommendations
Reclassification/Program Reentry
Continue in Regular Program
Reading
Writing
Math
Science
Social St.
Scale
Score
Grade Level Performance
DNM
DNM
DNM
DNM
DNM
Approaches
Approaches
Approaches
Approaches
Approaches
Meets
Meets
Meets
Meets
Meets
Masters
Masters
Masters
Masters
Masters
LPAC Recommendations
Reclassification/Program Reentry
Continue in Regular Program
LPAC Signatures
LPAC Signatures
Student’s Parent/Guardian: _______________________________________
LPAC Parent Representative: _____________________________________
Bilingual/ESL Educator: __________________________________________
Transitional Gen. Ed. Educator: ____________________________________
Campus Administrator: __________________________________________
ARD Committee Representative (If Needed): __________________________
Other (Specify Title): _____________________________________________
(See Minutes Attached)
Student’s Parent/Guardian: _______________________________________
LPAC Parent Representative: _____________________________________
Bilingual/ESL Educator: __________________________________________
Transitional Gen. Ed. Educator: ____________________________________
Campus Administrator: __________________________________________
ARD Committee Representative (If Needed): __________________________
Other (Specify Title): _____________________________________________
(See Minutes Attached)