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LPAC Committee Membership Training

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by

Lisa Geib

on 7 September 2016

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Transcript of LPAC Committee Membership Training

LPAC Committee Membership Training!
LPAC Purposes
Identification & Program Recommendations
Identification & Program Recommendations
People often have strong feelings regarding bilingual education, however Texas bases this required recommendation on longitudinal research studies that show effective Bilingual programs have the greatest student success outcomes in terms of academic achievement, college readiness & completion, and post-graduate professional job attainment.

Identification & Program Recommendations, Continued
As an additional protection, students in grades 2-12 who score fluent on an OLPT are also given a nationally norm-referenced test (approved by the state) such as the ITBS (Iowa Test of Basic Skills) to determine academic readiness.
Our LPAC Beliefs:
Every ESL student can learn.

Every ESL student has the right to grade level curriculum regardless of current English proficiency.

Every ESL student deserves assessments that are fair and appropriate to his or her English language proficiency.

Every ESL student has a valuable cultural background and unique identity that should be nurtured and encouraged.
Review & Assessment
Exit and Monitor
Exiting, continued
National linguistic research reports that it takes the average second language learner 5 to 7 years to achieve language proficiency comparable to a native speaker.
Monitoring
One way the state of Texas assures that exited students continue to be successful is by requiring LPACs to annually monitor exited students for a period of two years.
Review & Assess
Historically, the state of Texas has rigidly outlined qualification criteria regarding linguistic accommodations or the administration of the linguistically modified test, STAAR-L.
Timelines for achieving second language proficiency are affected by a variety of factors, such as personality (extroverts are usually willing to take more "linguistic risk"), language opportunities outside of school, literacy in the native language, stressful or traumatic life events, or attitudes and perceptions regarding the second culture.
Exiting
Exit criteria changes from year to year in specifics, but every exit criteria put forth by the state essentially requires the LPAC to prove that the student is English-proficient and academically ready to forgo the support of the ESL program.
This is an excellent safeguard for all former ELLs, especially those from mobile populations.
In rare cases, monitored students who are not successful due to linguistic needs (not behavior-management needs) can be pulled back under the umbrella of ESL support.
After identification, the LPAC's role then becomes to
At times, English Language Learners (ELLs) may struggle to achieve academically at the same level of their native English peers. These individual student cases are brought to the LPAC in order to increase or adjust linguistic accommodations used by classroom teachers during instruction and assessment so that every ELL has the opportunity for academic success.
TEA, the Texas Education Agency, has not yet released this specific criteria for this year's STAAR tests.
Confidentiality is absolutely CRITICAL to every member of the LPAC. In honor of FERPA, the student and family's privacy act,
NOTHING
discussed within an LPAC can be shared with a friend, neighbor, or even a relative.

ALL information discussed in an LPAC is considered CONFIDENTIAL and cannot be discussed outside the LPAC. No exceptions.

Maintaining confidentiality is about respecting every student and every family. In order to be a member of our LPAC, you must agree to maintain confidentiality.
All flowcharts start with the Home Language Survey
Next step is a language screening with a state-approved OLPT: Oral Language Proficiency Test (WMLS, LAS, IPT)
Scoring less than fluent on the OLPT leads to language support offered by the district through either an ESL or Bilingual program
If the student speaks Spanish and is LEP (Limited English Proficient), then the LPAC must recommend a Bilingual program according to the Commissioner's Rules in the Texas Administrative Code, Chapter 89
All school districts that are required to provide bilingual education and/or English as a Second Language (ESL) programs must establish and operate a Language Proficiency Assessment Committee (LPAC).
LPAC Origins
19 Texas Administrative Code (TAC) Chapter 89
Adaptations for Special Populations, Subchapter BB
Who attends an LPAC?
An Administrator
Only Function 23 administrators may serve on the LPAC - an administrator interim can no longer substitute for an administrator, even in an emergency.
An ESL Teacher / ELL Teacher / ELLF
A parent representative
parent cannot be an employee of the school district
parent must have a child who is currently served in an ESL or Bilingual program
*An ARD representative - *when applicable
*A Bilingual Teacher - *when applicable
Other personnel (such as a counselor or content teacher) may be asked to attend an LPAC on a case-by-case basis.
REVIEW:
ASSESS:
then the LPAC, confident in the student's language proficiency, classifies the student as Non-LEP, a "DNQ" ("Does Not Qualify").
If the student
and scores above the 40th percentile of both the reading and language sections of the ITBS
scores fluent on the OLPT
review any student progress concerns
and determine appropriate state assessment decisions.
Annually, at the end of the school year only, ELLs who meet TEA's exit criteria may be exited from LEP status (and thus, an ESL program).
Q&A
Questions & Answers
What does the LPAC do each year?
Your confidentiality oath and certificate of training is valid for the entire school year!
Congratulations!
You have officially completed the LPAC Committee Membership Training!
for your valuable time & for taking an active interest in your child's education.
Thank you
We appreciate you!!!
Welcome!
to the
Full transcript