Transcript LPAC Training - San Antonio ISD

SAISD
Identification and Placement
Procedures
Questions and Answers
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Timeline
Identification of New Students
 Home Language Survey is completed by parent at registration
 Identify students to be tested with WMLS
 Conduct LPAC for:
new students to SAISD within first two weeks of enrollment
 any student that was inadvertently overlooked during annual
spring 2012 review
 Document all information on the appropriate forms
 Use blue form (BE-12 or ESL-10) to document new student
information
 Data Clerk will enter information on WST 1175
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TEA Flowchart
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Helpful Guides for LPAC
LPAC Monthly Responsibilities
At-a-Glance
Process for Identification and Placement
of a LEP Student
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Q: What if the student’s first
language is other than Spanish?
 Follow the same identification/placement procedure
as student with Spanish as the first language.
 If the student is identified as limited English proficient,
the student will be identified as LEP and categorized
as ESL.
 Instructional placement for this student is in the non-
bilingual classroom with (pullout) ESL provided by the
bilingual education teacher during the designated ESL
time.
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Q: When does LPAC convene?
A: LPAC must convene for:
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Initial identification and placement (throughout the year as needed)
Any changes in the status of the student
Prior to TAKS for identification of language of test
Every spring for:
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the annual review of all LEP students, including parent
denials.
 Monitoring of exited students (first and second year follow-up.)
Within the first two weeks of the student’s enrollment to identify
and place students in the appropriate instructional program.
Invite parent(s) to attend LPAC meeting (Form LPAC-2 (E or S).
(This is optional but highly encouraged especially for initial
placement or special cases.)
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Q: What are some of the roles and responsibilities
of LPAC during the review of pertinent information?
A: Upon initial enrollment and at the end of each school year, the
LPAC shall review all pertinent information on all limited English
proficient students identified and shall:
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Designate the language proficiency level of the student.
Designate the level of academic achievement.
Designate, subject to parental approval, the instructional
placement of the student and facilitate the participation of
LEP students in other special programs.
Recommend a LEP postponement (11th grade only) and or
STAAR Linguistic Accommodations for eligible students.
Classify students as English proficient in accordance with the
criteria and recommend exit.
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Review and/or recommend an instructional intervention plan.
Q:
A:
What assessment is administered to
determine if the student is limited English
proficient (LEP)?
Woodcock Munoz Language Survey (WMLS)
 English Grades PK-12:
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Form A – Fall Semester
Form B – Spring Semester
Spanish Grades PK-5 (only at initial placement)
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Woodcock Muñoz Language Survey CALP Levels
English CALP Level / Description
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1NES  Negligible English Speaker
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2 VLES  Very Limited English Speaker
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3 LES  Limited English Speaker
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3.5 LFES  Limited to Fluent English Speaker
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4 FES  Fluent English Speaker
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4.5 FAES  Fluent to Advanced English Speaker
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5 AES  Advanced English Speaker
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6 VAES  Very Advanced English Speaker
Spanish CALP Level / Description
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1NSS  Negligible Spanish Speaker
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2 VLSS  Very Limited Spanish Speaker
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3 LSS  Limited Spanish Speaker
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3.5 LFSS  Limited to Fluent Spanish Speaker
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4 FSS  Fluent Spanish Speaker
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4.5 FASpS  Fluent to Advanced Spanish Speaker
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5 ASpS  Advanced Spanish Speaker
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6 VASpS  Very Advanced Spanish Speaker
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Q: What other English language assessments are
administered to LEP students?
A: Other English Language Proficiency Tests
WHAT?
WHO?
WHEN?
WHAT?
WHO?
WHEN?
Iowa Test of Basic Skills (ITBS)
All students new to SAISD in grades 2 – 12
(LPAC may recommend that non- English
speakers not be administered the ITBS.)
Check Testing Calendar for exact dates
 Fall (September - October)
 Spring (February)
Texas English Language Proficiency
Assessment System (TELPAS) Rating Window
LEP students in Grades K-12
Spring (February – March)
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Q: What is the ITBS for students in
grades 2-5?
For students New to SAISD, recommendation during the initial LPAC
must be made regarding the administration of the ITBS.
Administration of ITBS:
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Fall ITBS
 September-October
Spring ITBS
 February
 Check with Testing Dept. for deadline to submit
order of tests needed.
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Q: What form does LPAC use to document
program recommendations?
A:
 Complete all information pertaining to the date of
LPAC, campus, etc.
 The four committee members must sign and date
each Minutes page. ‘
 Information must note recommendation of LPAC
based on pertinent information.
 Addendum is used to record other information that
must be documented.
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Forms & student information needed during
LPAC meeting:
 Minutes & addendum (for initial placement use LPAC-6)
 LPAC Meeting Minutes Checklist - LPAC-7 when using LEP Rosters
 Student Profile Data for Bilingual Education (initial placement and annual
review)
 New Student LPAC Review Data Sheet (blue form used to record initial
placement data and given to Data Clerk to enter information)
 Oral language proficiency test results:
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Woodcock Munoz Language Survey (WMLS)
 Grades PK-5 English and Spanish for initial placement
 English every spring thereafter until the student has attained
(level) CALP 4
 Grades 6-12 English ONLY upon initial placement and every
spring thereafter until the student has attained (level) CALP 4
 CALP Level Chart
 Other pertinent information regarding student academic performance
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After the LPAC makes program
recommendation:
 Obtain parent permission, as soon as possible.
 Entry to the program date is the first day the student
is served AFTER all documentation is in place
including the Parental Approval Form.
 Complete New Student LPAC Review Data Sheet
(blue form) with all information.
 File parent permission form in the student LEP
folder.
 Data clerk will enter information on New Student
LPAC Review Data Sheet in WST 1175.
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Q: How is the initial placement
recommendation recorded for PEIMS?
New Student LPAC Review Data Sheet (Blue)
 Only for initial placement
 Completed after all
documentation is
complete
 Submitted by LPAC
coordinator to Data Clerk
to enter information on
Screen WST 1175
 Both coordinator and
data clerk must sign the
form
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Q: What if the parent wants to deny
placement in the Bilingual/ESL program?
 Conference with parent to explain benefits of the program
 Parent signs the Waiver form
BE-8 or ESL-7 and the
Documentation of Explanation of the Benefits of the Bilingual/ESL
Program form (LPAC-8).
 Use the blue form BE-12 or ESL-10 to record initial denial.
 Use the Change in Status form BE-13 or ESL-11 (yellow) to
record a denial for an existing Bilingual/ESL student.
 The LPAC may need to convene to make changes
 The campus data clerk enters the changes in WST 1175
Note: Waiver must be signed every year until exited.
Waiver letter is filed on the left side of the folder behind the oral
language tests.
The current year’s letter must be first.
Waiver letter must be duplicated in both languages.
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Student Change of Status Form (yellow)
 Use only if making
changes in student
status during the school
year.
 Duplicate in yellow.
 LPAC Coordinator
completes and Data
Clerk enters changes on
Screen WST 1175
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Student Change of Status Form
Form BE-13 or ESL11(yellow)
 The purpose of this form BE-13 or ESL11 is to
document the change in status of a LEP student
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From Bilingual (YES) to Bilingual (NO)
(This is a parent denial)
 Reasons for status change during the school year:
 Withdraw Code – 45 student no longer enrolled in the
program (Exited met criteria and is reclassified as a
Non-LEP)
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Withdraw Code – 33 program status change due to
parent permission changes during school year
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Student Data Profile Sheet
 Must be completed and signed by the LPAC
coordinator
 Information on form must match LPAC minutes
 Form has a Fall and Spring section
 Must be filed on right side of the folder
 Elementary: Forms BE-4 or BE-5
 Secondary: Forms ESL-4 or ESL-5
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Q: What if the LEP student is being
recommended for Special Education services or
is Special Ed student?
A:  According to Commissioner’s Rules, key LPAC
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members are required to attend ARD meetings for
LEP Special Ed students, including parent
denials.
ARD and LPAC shall collaborate on any decisions
regarding identification, placement, interventions,
exiting, etc. of the student.
Exemption from TELPAS (any domain) must be
specifically documented during the ARD.
Criteria for exiting (reclassification) shall be
established prior to testing.
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Categories:
7 – Parent Denial
8X – Student exited from program
8N – Student reaching the highest level of
English proficiency upon initial identification,
and therefore, not being identified as limited
English proficient.
0 – Student not placed in program due to
severity of disability preventing student from
being placed in bilingual education.
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Approval of Placement
(Form BE-6, BE-7, or ESL-6
 Letter must be duplicated in both languages.
 Parent must sign and date approval.
 Placement letter must be filed on the left side
of the folder.
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Exit / Reclassification
 Upon the student meeting the criteria to exit the
program the LPAC must notify the parents.
 Letter must be duplicated in both languages.
 Exit letter must be signed and dated by parent.
 Exit letter must be filed on left side of the folder
behind the oral language test which is on top of the
approval or waiver letters.
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Things to Remember…
 Identification and placement must be within the first
two weeks (10 days) of enrollment.
 For new students, check previous placement and
original Home Language Survey for current year’s
placement
 Students NEW to SAISD in grades 2 - 12 must be
administered the ITBS during the two week period
identified by the Testing office.
 Students in grades PK – 1 cannot exit program.
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Things to remember…
 All LEP students are administered the WMLS in
Spring until the student reaches CALP 4.
 WMLS Form: A– Fall; Form B – Spring
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Spanish only for initial placement in PreK-5.
 Parents denying the program must sign a waiver
letter yearly.
 If a student was inadvertently overlooked during the
Spring annual review – LPAC should immediately
correct the error and update the student’s program
status.
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Things to Remember…
 Members of LPAC must be trained yearly and have
signed the statement of confidentiality (LPAC-4) form
before the first LPAC.
 All members of LPAC must be present in order to
hold the LPAC meeting.
 No parent serving on LPAC shall be an employee of
the district.
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Part III
Crystal Enterprise
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Crystal Enterprise
 How do I log in?
 What information do I need?
 Which documents should l check very, very often?
 How can these rosters help me keep the documentation
current?
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LEP Roster
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