Xxx’s teacher noted…(summarize teacher information)
Xxx’s parent noted…(summarize parent information if available)
Based on parent report and the Home Language Survey, Xxx is exposed to only Spanish in the home/
Spanish with minimal English/ a combination of English and Spanish. (Please provide additional details
or information. e.g. Xxx’s parents speak Spanish primarily with each other and to Xxx, although Xxx
speaks English with his siblings. Xxx is exposed to Spanish in the following situations: List
Xxx is exposed to English in the following situations: List
(Explain the student’s instructional language history)
The Language Proficiency Assessment Committee (LPAC) continues to recommend bilingual education
or English as a Second Language (ESL) Supports for Xxx, and he/she is still considered Limited English
Proficient (LEP).
–AND—
Xxx currently is enrolled in a Two-way Dual Language program in Spring Branch ISD and has
participated in that program for ___ years. In this program, half of the students are native Spanishspeakers and half are native English-speakers. Instructional time is split between the two languages in a
50/50 model.
–or—
Xxx currently is enrolled in a Two-way Dual Language program in Spring Branch ISD and has
participated in that program for ___ years. In this program, half are native Spanish-speakers and half are
native English-speakers. Instructional time is divided between the two languages in a
90(Spanish)/10(English) model.
–or—
Xxx currently is enrolled in a One-way Dual Language program, which is a bilingual program for English
Language Learners. Xxx has participated in that program for ___ years. Instructional time currently is
divided in a ___ (Spanish)/___ (English) split.
–or—
Xxx’s education has been in a transitional bilingual program and the student has transitioned to ESL.
–or—
Xxx is receiving ESL supports in the general education classroom.
(Include if applicable) The student was recommended for bilingual placement at the age of _____;
however, the parent refused bilingual education for their child at that time.
(Include if applicable) The student exited bilingual education at ___ grade. (Elaborate as needed).
The IDEA Oral Language Proficiency Test (IPT) assesses four areas of language proficiency: vocabulary,
comprehension, syntax, and verbal expression. The IPT helps in determining whether a student is a (Nnon, L-limited, F-fluent) English Speaker and a (N-non, L-limited, F-fluent) Spanish Speaker for initial
identification, placement, dismissal, progress monitoring, and program evaluation.
Grade
Test:
Pre-IPT
IPT
Pre-IPT
IPT
Pre-IPT
IPT
Date
Month/ year
Month/ year
Month/ year
Score
English Results/Score:
Spanish Results/Score:
English Results/Score:
Spanish Results/Score:
English Results/Score:
Spanish Results/Score:
Classification
Non-English Speaker
Non-Spanish Speaker
Non-English Speaker
Non-Spanish Speaker
Non-English Speaker
Non-Spanish Speaker
Pre-IPT
Month/ year
English Results/Score:
Non-English Speaker
IPT
Spanish Results/Score:
Non-Spanish Speaker
Xxx’s score reveals that at the end of ____ grade, he/she was identified as being a
Non-English Speaker and a Non-Spanish Speaker, and he/she was able to do the following in Spanish and
English. (Complete the following using the “IPT statements” document)
English: Level Letter


Spanish: Level Letter


Texas English Language Proficiency Assessment System (TELPAS) is an assessment program for
students in Texas public schools who are learning the English language. TELPAS assesses the progress
that students are making in areas of listening, speaking, reading, and writing. The results in the four
academic areas indicate how well students understand and use English during academic instruction.
TELPAS uses four proficiency ratings to show the progress students make in learning English from year
to year: Beginning, Intermediate, Advanced, and Advanced High. The results are summarized in the table
below for Listening and Speaking. The Reading and Writing scores will be discussed later in the
Academic section.
Grade
Listening
Speaking
K
1st
2nd
rd
3 etc…..
(Describe what these results mean using the “TELPAS proficiency statements” for Listening and
Speaking)
(Explain student’s observed or self report preference for language)
During informal conversation and observation, the examiner interacted with the student in both
languages. (Elaborate and include student’s language preference) The student was observed to
respond/interact more comfortably /exhibit more automaticity in __________ (elaborate).
(Indicate if student is either simultaneous or sequential language learner)
In addition, school information (Home Language Survey, reported developmental history, observation,
self-report) indicated that Xxx is a simultaneous language learner, meaning that he/she learned English
and (other language) at the same time. Xxx has been exposed to both English and (other language) since
birth.
–or—
In addition, school information (Home Language Survey, reported developmental history, observation,
self-report) indicated that Xxx is a sequential language learner which means that he/she learned Spanish
first and received formal English instruction when he/she started school. Xxx’s primary language is
Spanish, but he/she was introduced to English at the age of_____. (Elaborate if needed)
(Insert appropriate listening comprehension and oral expression data)
(Provide statements for recommended language(s) for assessment)
Based on Xxx’s exposure to and development of both English and Spanish, along with Xxx’s CALP
scores, standardized intellectual and academic assessment measures were conducted in both languages.
-ORBased on Xxx’s exposure to and development of both English and Spanish, along with Xxx’s CALP
scores, standardized intellectual assessment was conducted in Spanish/English only. Xxx is exposed to
both English and Spanish curriculum at school, therefore standardized academic assessments were
conducted in both languages.
-ORBased on Xxx’s exposure to and development of both English and Spanish, along with Xxx’s CALP
scores, standardized intellectual assessment was conducted in Spanish only. Xxx is exposed to primarily
Spanish curriculum at school in a bilingual classroom; therefore standardized academic assessment was
conducted in Spanish.
-ORXxx does not appear to have had sufficient exposure to the English language in his/her educational setting
in order to assess him/her with standardized assessment measures in English. Therefore, nonstandardized, informal measures were utilized to evaluate Xxx’s English language skills and standardized
assessment was conducted in Spanish.
-ORXxx may not have had sufficient educational exposure to his/her primary language (Spanish) since the
parents elected to waive bilingual education. Standardized measures of the Spanish language were utilized
and interpreted with caution.