Beginning of Year Lpac Elem

Houston ISD
Multilingual Programs
Department
Beginning of Year LPAC
Training
2014-2015
HOUSTON INDEPENDENT SCHOOL DISTRICT
Before we begin
This information is the latest we have at this
time. This information is subject to change by
TEA.
As HISD receives updates from the TEA, specific

details will be communicated to all students and
parents/guardians.
2014-2015
Beginning of Year LPAC

LPAC Framework
Federal/State Laws
HISD Board Policy
LPAC Formation/Operation
ELL Identification Process
ELL Placement Process
LPAC/ARD Responsibilities
Documentation
2014-2015
H I S D Becoming #GreatAllOver
Whats NEW?
New/Updated Multilingual Forms

BOY Minutes--Initial Identification Form/Transfer Form
Bilingual Notification of Enrollment Form
ESL Notification of Enrollment Form
Parental Denial Form
Parental Denial Waiver Log
Bilingual Program Modifications

Transitional Bilingual Program (Merger of Traditional/Developmental Bilingual)
Expansion of Dual Language Program
Pre-Exit Transition Phase (3/4/5 grades)New Transitional Indicators
Bilingual/Monitored Coding Modifications

YLTransitional Bilingual Program (No more YB/YD Codes)
YTTwo way Dual Language Program
YOOne way Dual Language Program
M1Year one Monitored students
M2Year two Monitored students
Unaccompanied Minor Code (HISD field)

Turn in a copy of the Initial Identification/Transfer LPAC
minutes to Multilingual Dept. (Due--Sept. 26, 2014)
2014-2015
What Continues?
Must still comply with State Laws
Must still comply with HISD Bilingual/ESL

Guidelines
PBMAS indicators
Federal/State Compliance--District Audits and

Reviews
ESL Program OptionsSchools w/< 20 Spanish

Speaking ELLs (per grade level)
Accountability Standards
ELL Exit Criteria

2014-2015
Important Dates
September 5, 2014
LPAC Operation Report/Choice of Program Form due to
Multilingual Programs Dept. (must include principal signature)
Note: Form on Multilingual Programs website
September 19, 2014

Exceptions & Staffing Waivers Due
September 22, 2014 (20th Day of Instruction)

All LPAC members must attend required annual training no
later than September 22, 2014
September 26, 2014

Copies of Initial/Transfer LPAC Minutes due to Multilingual
October 13-24, 2014

Verify all ELL data (PEIMS Snapshot)
Verify all Immigrant identification data (PEIMS Snapshot)
2014-2015
Important Dates (cont.)

February 20, 2015
STAAR Accommodation Summary
May 1, 2015
Start End of Year LPAC Review (may not start earlier than May 1st)
June 26, 2015

Process all end of year LPAC decisions
2014-2015
State Law and HISD Board Policy

State Law
TEXAS EDUCATION CODE29.051 through 29.064
CHAPTER 89: SUBCHAPTER BB LEP Students89.1201

through 89.1265
District Multilingual Board Policy
Compliance with state and federal laws

Emphasis on student achievement
Emphasis on English reading
proficiency
Implement consistent curriculum and
assessment
Increase parental involvement
2014-2015
Introduction
19 Texas Administrative Code (TAC) Chapter 89
Adaptations for Special Populations, Subchapter BB
The Commissioners Rules concerning the state

plan for educating Limited English proficient
(ELL) students state that all school districts that
are required to provide bilingual education
and/or English as a Second Language (ESL)
programs establish and operate a Language
Proficiency Assessment Committee (LPAC).
2014-2015
Required LPAC Meetings

Upon initial enrollment (BOY LPAC) ELL Identification (as new students enroll)
Program Placement
Must be held within the students first 20 school days of enrollment
In the spring semester (MOY LPAC) To determine appropriate assessments prior to state/local assessments
Use of linguistic accommodations with assessments, as appropriate
At the end of the year for annual review (EOY LPAC) Determine ELL Exit
Determine next years program placement
Determine new ESL instructional level
As needed to discuss student progress

2014-2015
10
LPAC Membership
Must have at least the following
members:
Administrator
Bilingual teacher (if a bilingual
program)
ESL teacher
Parent of a ELL student
NOTE:
Multilingual Dept. must be informed of LPAC Committee
Membership via the LPAC Committee Operation Report due
Sept. 5, 2014.
2014-2015
11
Membership Guidelines
All LPAC members:
Shall be trained (BOY-MOY-EOY)
Must be present at all LPAC meetings
Must review all data on students in order to make decisions concerning
Identification
Placement
Assessment
Student academic/linguistic progress
ELL Exit
Must review and sign LPAC documentation

LPAC minutes/forms
Student Profile Forms
Must ensure that all student information be kept CONFIDENTIAL

Must serve as an advocate for a ELL student at ARD meetings
(Chapter 89.1230)
2014-2015
12
Membership Guidelines
Parent Representative
The trained LPAC parent serves as a volunteer
representative for all ELL students at a school
Parent representatives shall sign an oath of
confidentiality (sample included in your packet)
Parent representatives may not be employees of the

District
If LPAC members (parents)do not understand English
the training should be conducted in the members
primary language or
At the LPAC meeting, an interpreter should19 TAC
be89.1220
available
2014-2015
13
LPAC Chairperson
Your Principal has asked you to be the schools LPAC
Chairperson:
What should you do with regard to LPAC
formation?
1.
2.
3.
4.
5.
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
Please discuss this with your table

2014-2015
14
Identification
All Students
Home Language Survey
If the HLS indicates a language other than English,
testing must be initiated to determine English
proficiency.*
*Parent permission for language proficiency testing is not required.
2014-2015
15
Identification of Transferring Students

If the student transfers from a school in Texas:
Review the withdrawal form, if available, to see if
he/she was being served in a program or
identified ELL in PEIMS.
Try to get as much original documentation as

possible, especially the HLS (document your
attempts).
The LPAC identifies and places student within the
first four weeks (20 school days) of enrollment.
Be sure that all of the necessary signed documents
are in the students LPAC folder
2014-2015
16
Identification of Transferring
Students
If the student transfers from a school outside of Texas:
Review any documentation brought in by the student
from previous school district.
Proceed with Texas law, including HLS/Testing for ELL
identification
Proceed with LPAC meeting/enrollment as outlined for

students new to Texas/District.
2014-2015
17
ELL Identification
Language
spoken at home
and by student =
English
Non-ELL
19 TAC 89.1225
Language spoken at
home and by student =
English and any other
language
Language spoken at
home and by student =
other language
(not English)
TEST
Pre-K 1st: Oral Language Proficiency
Test (OLPT)
2nd 12th: OLPT + Norm referenced
standardized achievement test
19 TAC 89.1230
2014-2015
18
Testing and Classification of Students

Grades PK-1:
TEA approved English OLPT (listening/speaking)
TEA approved Spanish OLPT (listening/speaking) for bilingual

programs
Grades 2-12:
TEA approved English OLPT (listening/speaking)
TEA approved Spanish OLPT (listening and speaking) for
bilingual programs
Reading and Language Arts sections of an English normreferenced standardized achievement test approved by the
state (unless the English ability is so low that the test would not be
valid)19 TAC 89.1225
2014-2015
19
ELL Assessments for LanguageImpaired Students

ELL language assessment (OLPT/CAT) testing will
not be conducted for:
New students with a HLS indicating a language other than
English, who have a profound hearing loss
No language due to documented physical/mental

impairment(s).
The LPAC representative should present this information to the
ARD committee and ensure that the ARD documents reflect the
students correct ELL status
LPAC must document in ELL Folder, minutes, and SIS panel
UNABLE TO TEST DUE TO IMPAIRMENT (Code as A-H).
2014-2015
20
Determining ELL Eligibility

At grades PK-1:
The student scores on the TEA approved English OLPT (IPT)
below (LES/NES) the level designated for indicating ELL
At grades 2-12:
The student scores on the TEA approved English OLPT (IPT)
below (LES/NES) the level designated for indicating ELL
The students score on the reading and language arts sections of
the TEA approved norm-referenced measure (Iowa) is below
the 40th percentile; or
The students ability in English is so limited that the
administration of the TEA norm-referenced assessment
instrument is not valid.
Districts may enroll students who are not limited English proficient in the
bilingual education program in accordance with the Texas Education Code,
29.058.
2014-2015
21
Parental Approval
Parental Notification
PLACEMENT:
PLACEMENT:
Required Bilingual Program
Required ESL Program
Parental Permission
Yes
No
Parental Permission
Yes
Parent Conference
Parent Conference
Bilingual
ELL Denial
2014-2015
No
ESL
ELL Denial
22
Parental Notification Approval/Denial

After LPAC recommends placement written parental
approval must be obtained
The parent approval letter:

Should be in both English or the native language of the parent
Include information regarding English proficiency level

Include a description of the program
Include the benefits of the program
The date that the parent approval/denial form is

signed is the date the students official PEIMS status
becomes ELL.
If a parent denies the placement, then the student is
identified in PEIMS as ELL with a parent denial until
the student meets ELL exit criteria
2014-2015
23
Sequence of Events in Initial

Parent Denial
If Parent returns Notification of Enrollment in Bilingual or ESL Program letter
w/no signature OR Denial of Program checked off:
Hold required conference with parent:
Conducted by LPAC chairperson/administrator

Conducted in the parents native language
Explain to parent:
Bilingual/ESL Program benefits
Instructional aspects
Assessment implications
Finalize parent decision
Document parent decision (LPAC Minutes, LEP folder, Waiver Log, and SIS)
2014-2015
24
LPAC Chairperson
Your Principal has asked you to be the schools
LPAC Chairperson:
1.
2.
3.
4.
5.
What should you do for Initial ELL Identification?

________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
2014-2015
25
LPAC Scenarios
Maria, a Spanish speaking student, enrolled on your campus
on August 30, 2014.
She is a second grade student from the Alief School District.
Her paperwork indicates that she has been identified as an
ELL student
She participated in an ESL program at her former school.
Her ESL Instructional Level is Advanced
Her parents have requested that she be placed in the reg.
education classroom
What steps should the LPAC take for this students:
o Enrollment
o
o
o
o
o
2014-2015
ELL Identification
Placement
Instruction
LPAC Review
Documentation
26
LPAC Scenarios
Jorge is, a Spanish speaking student, enrolled on your campus
on September 18, 2014.
His family has just moved to the United States from Mexico
City.
He is six years old.
His paperwork does not indicate that he has attended school.
o
o
o
o
o
o
2014-2015
Enrollment
ELL Identification
Placement
Instruction
LPAC Review
Documentation
27
LPAC Scenarios
Yinfea, a third grade Mandarin speaking student, enrolled on
your campus on August 25, 2014.
His family is from Taiwan
He attended school in California for two years prior to this
school year
His paperwork indicates that he has been identified as an ELL
student in San Francisco Unified School District
He participated in an ESL program at his former school.
His paperwork indicates that his ESL Instructional Level is
Intermediate.
o
o
o
o
o
o
2014-2015
Enrollment
ELL Identification
Placement
Instruction
LPAC Review
Documentation
28
ELL Exit Criteria

HOUSTON ISD ELL Student Exit Criteria
2014-2015
TELPAS Listening and

Speaking
or
Oral IPT* Score
(Listening & Speaking)
Grade
TELPAS Listening and Speaking

Advanced High
or
IPT--FES

Advanced High
or
IPT--FES
Reading
English
STAAR
NA
Writing
Stanford 10
Total Reading and Total Language

40th percentile or above (both
sections)
IPT** Writing
Early Writing Stage
(EWS)
NA
Total Reading and Total Language

40th percentile or above (both
sections)
TELPAS Writing
Advanced High

Advanced High
or
IPT--FES
English
STAAR
N/A
TELPAS Writing
Advanced High

Advanced High
or
IPT--FES
English
STAAR
N/A
English
STAAR

Advanced High
or
IPT--FES
English
STAAR
N/A
TELPAS Writing
Advanced High
2014-2015
29
Process for Special Education/ELL Exit

Identify students who are receiving special education services AND are identified as English
Language Learners
Identify students who meet one the following criteria:
1. Students disability is such that the student is not expected to meet the state
approved ELL exit criteria.
2. Students rate of documented progress in listening, speaking, reading and/or writing
development is limited due to a severe disability and the student has been receiving
state-required language support services for at least five years.
INFORMAL MEETING: Prior to March 1 ARD/IEP committee and LPAC members meet to
discuss student progress and his/her cognitive, linguistic and affective needs. Consensus is
reached that student no longer needs second language support. Exit assessments and
student performance standards are determined using district guidelines. (Refer to guiding
questions.)
FORMAL ARD: Prior to March 1, ARD/IEP committee and LPAC members meet to review the
identified exit criteria and formalize decisions regarding:
appropriate listening, speaking, reading, and writing assessments
setting student performance standards to verify that second language acquisition
support in English is not needed to address learning needs.
ASSESSMENTS: Student completes all required testing. School receives the tests results.
FORMAL ARD: ARD/IEP committee members and LPAC members meet to discuss
assessment results, update individualized education program (IEP), and document
exit/reclassification decisions. Key members of the LPAC participate in this part of the ARD
committee meeting. Decisions relating to exit from bilingual education or English as a second
language (ESL) services must also be documented by the LPAC (i.e. exit letter, Chancery
H I S D Becoming
#GreatAllOver
coding, two-year monitoring, etc.)
30
2013-2014
Documentation- LPAC Binder

LPAC MEMBERSHIP- LPAC Committee Operation Report/Choice
of Elementary Bilingual/ESL form
Evidence of LPAC training- Agenda, Handouts, Sign-in Sheets

Evidence of IPT/CAT Oath- Verifying participant training
LPAC- Beginning of Year Review
Initial Identification/Placement LPAC minutes
Transfer LPAC Minutes
LPAC- Mid Year Review
Spring Assessment Review LPAC minutes
Review of Monitored students (each grading cycle)
LPAC Decisions- End of Year Review
Academic annual review LPAC minutes
ELL Exit
Update ESL Instructional Level
2014-2015
31
Documentation--ELL Folder
Tests/Scores used for ELL Identification
Informal Language Surveys (if applicable)
Parent Permission letters (Bilingual/ESL)
Parent Denial letters (if applicable)
Exit letter (if applicable) The Exit letter should be sent home
Copy must be placed in the ELL folder until the
signed original is returned
Linguistic Accommodation Form
End of Year Student Profile Form
If ELL student is in Special Education-
A LPAC member must attend ARD

Sign ARD documentation
Document all ARD decisions in ELL folder
2014-2015
32
LPAC Chairperson
Your Principal has asked you to be the schools LPAC
Chairperson:
1.
2.
3.
4.
5.
What should you do for Initial ELL Documentation?

________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
2014-2015
33
Multilingual Contacts
Dr. Gracie GuerreroAssistant Superintendent, Multilingual Programs
For information on:
Contact Person
Phone
Elementary Bilingual/ESL
Programs
Evelyn Castro, Manager

Gina Lerma-Avila, Specialist
Lee Glaesemann, Specialist
John Thomas, Specialist
Youngmee Moon Hsu, Specialist
713-556-6961
Secondary ESL Programs
Jennifer Alexander, Manager

LaVondia Menephee, Specialist
Anne Stryker, Specialist
Maida Feliciano, Specialist
713-556-6961
Compliance
Terrie Armstrong, Senior Compliance Analyst

Cruz Rochez, Specialist
Randal Jones, Specialist
Luisa Parra, Specialist
Nancy Cintron, Student Information Specialist
713-556-6961
Magda Galindo, Manager

David Glaesemann, Specialist
713-556-6961
Migrant Program
Refugee Program
2014-2015
Amelia De Landa, Outreach Worker

Andrea Antwi, Outreach Worker
Shirin Herman, Outreach Worker
713-556-6961
Multilingual Programs wants to hear

from you!
Call us: 713-556-6961
Email us:
multilingual@houstonisd.org
Stay connected:
@HISDMultiPrgms
facebook.com/Houston ISD Multilingual
pinterest.com/HISD Multilingual
instagram.com/HISDMultilingual
Stay updated:
hisdmultilingual.wordpress.com
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Houston ISD

HOUSTON INDEPENDENT SCHOOL DISTRICT

As HISD receives updates from the TEA, specific

Beginning of Year LPAC

New/Updated Multilingual Forms

Bilingual Program Modifications

Bilingual/Monitored Coding Modifications

Unaccompanied Minor Code (HISD field)

Must still comply with State Laws

Must still comply with HISD Bilingual/ESL

Federal/State Compliance--District Audits and

ESL Program OptionsSchools w/< 20 Spanish

ELL Exit Criteria

September 19, 2014

September 22, 2014 (20th Day of Instruction)

September 26, 2014

October 13-24, 2014

Important Dates (cont.)

June 26, 2015

State Law and HISD Board Policy

CHAPTER 89: SUBCHAPTER BB LEP Students89.1201

District Multilingual Board Policy

Compliance with state and federal laws

The Commissioners Rules concerning the state

Required LPAC Meetings

As needed to discuss student progress

Must review all data on students in order to make decisions concerning

Must review and sign LPAC documentation

Must ensure that all student information be kept CONFIDENTIAL

Parent representatives may not be employees of the

Please discuss this with your table

Identification of Transferring Students

Try to get as much original documentation as

Proceed with LPAC meeting/enrollment as outlined for

Testing and Classification of Students

TEA approved Spanish OLPT (listening/speaking) for bilingual

ELL Assessments for LanguageImpaired Students

No language due to documented physical/mental

Determining ELL Eligibility

Required Bilingual Program

Required ESL Program

Parental Notification Approval/Denial

The parent approval letter:

Include information regarding English proficiency level

Include the benefits of the program

The date that the parent approval/denial form is

Sequence of Events in Initial

Conducted by LPAC chairperson/administrator

What should you do for Initial ELL Identification?

Please discuss this with your table

ELL Exit Criteria

TELPAS Listening and

TELPAS Listening and Speaking

TELPAS Listening and Speaking

Total Reading and Total Language

Total Reading and Total Language

TELPAS Listening and Speaking

TELPAS Listening and Speaking

TELPAS Listening and Speaking

Process for Special Education/ELL Exit

Documentation- LPAC Binder

Evidence of LPAC training- Agenda, Handouts, Sign-in Sheets