LANGUAGE PROFICIENCY ASSESSMENT COMMITTEE
2011-2012 LPAC Training
Bilingual & ESL Programs
Department for Second Language Education
Alief Independent School District
Why Are We Here?
It’s the Law!
• 19 Texas Administrative Code (TAC), Chapter 89
• Texas Education Code (TEC) Chapter 29
WHAT is the
LANGUAGE PROFICIENCY
ASSESSMENT COMMITTEE?
What is the LPAC?
LPAC Defined
The Language Proficiency Assessment Committee
(LPAC) serves as the foundation for the education
of LEP students. At the time a student with a
language other than English enters the school
system, the committee responsibilities are set in
motion.
What is the LPAC?
Members of the LPAC
By law, LPAC members must consist of…
Administrator
Bilingual and/or ESL Teacher
Parent of a LEP Student
NOTE
Members of the LPAC must be trained and sign Oath of Confidentiality
What is the LPAC?
Members of the LPAC
The parent cannot be
an employee of the district.
A parent representative must be
present at every LPAC meeting.
What is the LPAC?
Members of the AISD LPAC
Administrator
ESL Lead Teacher* / Department Chair*
ELD Interventionist (Elem/Inter Campuses Only)
Parent of a LEP Student
Counselor
*Serves as the LPAC Chairperson
What is the LPAC?
Members of the AISD LPAC
NOTE
Bilingual campuses must have a bilingual certified teacher on the LPAC
(ESL Lead Teacher or ELD Interventionist may fill this requirement)
Parent cannot be an employee of school district (If parent does not understand
English, an interpreter must be provided)
Although not official members of the LPAC, Compliance ESL
Paraprofessionals play a vital role in the preparation for LPAC meetings.
What is the LPAC?
LPAC #1 Responsibility
The LPAC’s primary responsibility
is to serve as an advocate
for each LEP student.
What is the LPAC?
LPAC Responsibilities
Each member of the LPAC Committee is responsible for the
identification of students who are limited in English; to oversee
the placement of students in the bilingual or ESL programs
(includes seeking parent permission for participation); review and monitor
LEP student progress and performance; make assessment
decisions for students; exit and reclassify students when they
meet state exit criteria; and monitor progress of students who
have been exited/reclassified for two years after
exit/reclassification.
What is the LPAC?
AISD LPAC Responsibilities
Meeting #1
 Train Members of LPAC
 Identify new LEP Students
 Place all LEP Students in LEP Programs
 Assign English Proficiency Level of new LEP Students
 Complete appropriate paperwork for the above decisions
(Include students who were tested but did not quality)
LPAC meeting must occur within 20 days after first day of school (SEPT 19, 2011).
What is the LPAC?
AISD LPAC Responsibilities
Monthly Meetings
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Identify & place new LEP Students in LEP Programs
Assign English Proficiency Level of new LEP Students
Discuss Linguistic & Academic progress of LEP Students
Discuss Interventions for LEP Students
Review Year1 and Year2 Monitors (progress reports & report
cards)
 Review any changes for the month (includes withdrawals and
special cases)
 Complete appropriate paperwork for the above decisions
What is the LPAC?
AISD LPAC Responsibilities
Assessment Decisions Meeting (Spring 2012)
 Make assessment decisions for state assessments
 Which assessment will each student take?
 If not ready for testing, does the student qualify for an
exemption? If yes, student will take LAT version of test.
 Which language will the student be tested? Spanish or English?
 Complete appropriate paperwork for the above decisions
What is the LPAC?
AISD LPAC Responsibilities
End of Year Meeting (May 2012)
 Report Spring Assessment Results of LEP Students
 OLPT, TAKS, TELPAS, etc.
 Identify students who will continue in Bilingual or ESL programs
 Identify students who will exit or be reclassified (see new EXIT
criteria)
 Complete appropriate paperwork for the above decisions
What is the LPAC?
AISD LPAC Responsibilities
ARD / LPAC Collaboration Team
 Identify students who may need LEP and Special Education services
 Determine LEP identification criteria for students
 Determine LEP exit criteria for students
 Exit LEP students when they meet criteria set by ARD/LPAC Team
 Complete appropriate paperwork for the above decisions
The ARD/LPAC meeting is a separate meeting from regular LPAC monthly meetings
WHAT is the
LPAC PROCESS?
LPAC PROCESS
This process is triggered by the Home Language
Survey which is completed by a parent or
guardian for students in Grades Pre-K through 8,
or by the student in Grades 9-12 at the time of
registration.
LPAC PROCESS
Home Language Survey
• Two Questions
– Which language does student speak most of the time?
– Which language is spoken in the home most of the time?
• Response to Questions
– If one of the questions above is answered with a language other
than English, testing must begin.
LPAC PROCESS
TESTING
• Oral Language
– PK through 1st grade: IPT Test (NES, LES, FES)
– 2nd through 12th grade: IPT Test (NES, LES, FES)
• Reading/Language (2 tests)
– 2nd through 12th grade: Standford 10 Test
Below 40 %ile in just one test indicates LEP status
LPAC PROCESS
ENGLISH PROFICIENCY
Using TELPAS rubric, a teacher of the LEP student in collaboration with
the ESL Lead Teacher/Department Chair will rate a student in each
area below:
Listening: Beg, Inter, Adv or Adv-High
Speaking: Beg, Inter, Adv or Adv-High
Reading*: Beg, Inter, Adv or Adv-High
Writing: Beg, Inter, Adv or Adv-High
*Students in grades 2-12, may take a released TELPAS reading test.
LPAC PROCESS
ENGLISH PROFICIENCY
Once a rating is assigned to each language skill,
a composite rating will be determined.
Beginner: has little or no ability to understand/use English
Intermediate: has some ability to understand/use English
Advanced: has ability to engage in grade-appropriate in English with
language support
Advanced-High: has ability to engage in grade-appropriate in English with
minimal language support
LPAC PROCESS
INSTRUCTION for LEP STUDENTS
AISD provides three programs for LEP students:
Transitional Bilingual Education Program
Two-Way Dual Language Immersion Program
English as a Second Language Program
LPAC PROCESS
INSTRUCTION for LEP STUDENTS
Transitional Bilingual Education Program
Grades PK-6
INSTRUCTION
PROGRAM GOAL
First Language Development (Spanish)
Second Language Development (English)
Content Development
English Proficiency
NOTE
Student is taught on-grade level state
curriculum; teaching uses sheltered instruction
procedures when teaching in English.
NOTE
Once a student meets state exit criteria, student exits
the bilingual program and moves to general
education program.
LPAC PROCESS
INSTRUCTION for LEP STUDENTS
Two-Way Dual Language Immersion Program
Grades K-2 @ Holmquist Elementary
INSTRUCTION
PROGRAM GOAL
First Language Development (Spanish)
Second Language Development (English)
Content Development
Bilingualism: English & Spanish
Biliteracy: English & Spanish
Biculturalism
NOTE
Student is taught on-grade level state
curriculum; teaching incorporates sheltered
instruction procedures when teaching in both
languages.
NOTE
Once a student meets state exit criteria, student exits
LEP status, however continues in dual language
program in order to meet the goal of the program.
LPAC PROCESS
INSTRUCTION for LEP STUDENTS
English as a Second Language Program (ESL)
Grades PK-12
INSTRUCTION
PROGRAM GOAL
English Language Development
Content Development
English Proficiency
NOTE
Student is taught on-grade level state
curriculum; teaching incorporates sheltered
instruction procedures.
NOTE
Once a student meets state exit criteria, student exits
the ESL program and moves to general education
program.
LPAC PROCESS
PARENT PERMISSION
Before a LEP student can officially be placed in a
LEPprogram, parent permission must be
obtained.
LPAC PROCESS
STUDENTS COMING FROM
ANOTHER SCHOOL DISTRICT
Texas Public School District: If a student has been identified as LEP in
another Texas school district, AISD will honor decisions made by the former
district’s LPAC. No testing required for identification. Student will continue
in program he/she participated in previous district. Campus must obtain
copy of original Home Language Survey and copy of LPAC paperwork from
previous district.
Outside Texas Public School District: If a student has been identified in a
school district outside of Texas, AISD must follow LEP identification
procedures and base program decisions on AISD test results.
Getting Started
GETTING STARTED
What to do?

Determine who will serve on LPAC

Prepare for LPAC Training (use slides #1-27)
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Schedule LPAC Meetings for the Year
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Prepare LPAC forms for Meeting #1 (see next slide)
GETTING STARTED
LPAC FORMS
 Make 1 copy of LPAC Committee Operations Report
 Make 1 copy of Verification Statement of LPAC Training
 Make enough copies of Oath of Confidentiality for each
LPAC member including ESL Compliance paraprofessionals
GETTING STARTED
LPAC FORMS
 Run e-School Plus Campus LEP Rosters
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Follow formula provided
Provide columns for roster as shown in example
All students who were tested must be on this roster
Students who are non-LEP participating in LEP programs…
leave LEP status blank and write in Comments Section… Parent
Request
GETTING STARTED
LPAC FORMS
 Home Language Survey: pink copy or copy of original of
each new student
 LPAC Assessment Form, page 1: make copy of each new
student entering bilingual or ESL program
 ELD Intervention Roster: ELD Interventionist will provide
this form. (Elementary/Intermediate campuses only)
LPAC MEETING #1
LPAC MEETING #1
MEETING AGENDA
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Welcome & Introductions
LPAC Membership Training
Oath of Confidentiality
Students Identified as LEP and Non-LEP
Withdrawals & Special Cases
Student Issues
Closing
LPAC MEETING #1
MEETING AGENDA
 Welcome & Introductions
Introduce every member of the LPAC
NOTE
If the parent representative does not understand English,
an interpreter must be present
LPAC MEETING #1
MEETING AGENDA
 LPAC Membership Training
Go over slides # 1 - 27
in this powerpoint presentation
NOTE
Once training is completed, complete the training form
and obtain signatures
LPAC MEETING #1
MEETING AGENDA
 Oath of Confidentiality
All information discussed at LPAC meetings
is confidential information.
This is the law.
NOTE
Obtain signatures on Oath of Confidentiality forms.
LPAC MEETING #1
MEETING AGENDA
 Students Identified as LEP
Discuss how these students met LEP criteria:
Students are indicated on e-School Plus spreadsheet with…
Y = Yes, Student is LEP
W = Student is LEP, however parent denied services
I = LEP & Special Education only
LPAC MEETING #1
MEETING AGENDA
 Students Identified as non-LEP
Students are indicated on e-School Plus spreadsheet with…
T = Tested, Did Not Qualify
F = First Year Monitor
S = Second Year Monitor
LPAC MEETING #1
MEETING AGENDA
 Withdrawals & Special Cases
Discuss any withdrawals of LEP students from the campus
Discuss how parent make decisions to place their non-LEP children
into LEP programs.
This also includes those student who were tested and did not
qualify
LPAC MEETING #1
MEETING AGENDA
e-SCHOOL PLUS CAMPUS LEP ROSTER
Obtain signatures after reviewing roster
of LEP and Non-LEP students.
LPAC MEETING #1
MEETING AGENDA
 Student Issues
If there are any student concerns, this is the time to discuss them.
The LPAC will...
Discuss the concern/issue
Determine course of action (if any)
Record decisions in LPAC minutes
LPAC MEETING #1
MEETING AGENDA
 Closing
Before meeting ends, make sure all signatures have been obtained
for all LPAC forms.
Thank everyone for their participation and remind them of their
oath of confidentiality.
SETTING UP THE
LPAC MINUTES NOTEBOOK
LPAC NOTEBOOK
LPAC DOCUMENTATION
 Every campus must have an LPAC Minutes Notebooks for
documenting all LPAC meetings
 Binder is divided by months of the year starting with September
 Monthly minutes plus LPAC forms must be filed under month of
meeting
 Withdrawal of LEP Students Form to be kept in binder
(front or back of binder)
NOTE
Follow LPAC Minutes Notebook Set-Up & Guidelines for details
QUESTIONS?
THANK YOU
for
COMING!