Bilingual and English as a Second Language Programs

Transcripción

1 Bilingual and English as a Second Language Programs Handbook Revised August 2014 Princeton ISD BI/ESL Handbook Page 1

2 Table of Contents PISD BI/ESL Handbook Position Statement Definition Goals Program Guidelines Program Organization Bilingual Program ESL Program Language Proficiency Assessment Committee (LPAC) BI/ESL LPAC Members Training of LPAC Duties of LPAC Student Identification Home Language Survey Assessment Placement of Students Parent Authority/Notification Appeals Exit Criteria Monitoring of Exited Students Reevaluation/Reenrollment Extended Year Program Documentation Staffing and Staff Development Parent and Community Involvement Accountability Program Evaluation Additional Information Contacts PISD BI/ESL Forms Bilingual/ESL Critical Events Timeline LPAC Parent Membership Request Letter LPAC Committee Members LPAC Confidentiality Statement Certificate of Training for LPAC Home Language Survey Initial Placement LPAC Invitation Parent Notification-Identification & Placement (English) Parent Notification-Identification & Placement (Spanish) LPAC Meeting Minutes Form Student History Worksheet Assessment Decision Record Exemptions Exit Level Postponement Bilingual/ESL Accommodations Checklist Bilingual/ESL Program Monitoring Parental Report on Student Progress (English) Parental Report on Student Progress (Spanish) End of Year LPAC Invitation Bilingual/ESL Exit Permission Form Special Education Exit Criteria Bilingual/ESL Services Parent Notification of Student Re-entry into Bilingual/ESL Parent Summer School Survey Bilingual/ESL Summer School Program Bilingual/ESL Teacher Staff Development Record Information Tracking Sheet Bilingual/ESL Annual Evaluation Report (4-pgs) YELLOW FOLDER CONTENTS. Initial Review;. Annual End of Year Review; Monitoring of Exited Students Princeton ISD BI/ESL Handbook Page 2

3 POSITION STATEMENT English is the basic language of this state. Public schools are responsible for providing a full opportunity for all students to become competent in speaking, reading, writing, and comprehending the English language (TEC ). Princeton ISD recognizes that the mastery of basic English language skills is a prerequisite to effective participation in the state s educational program. Bilingual education and special language programs can meet the needs of students who have limited English proficiency (LEP) and facilitate their integration into the regular school curriculum. Therefore, in accordance with the policies of the state (Texas Education Code and Texas Administrative Code ) to ensure equal educational opportunity to every student, and in recognition of the educational needs of students of limited English proficiency, Princeton ISD provides bilingual and English as a second language programs for students identified as LEP in pre-kindergarten through grade twelve. The purpose of this handbook is to: Familiarize staff, LPAC members, and parents with the definition of limited English proficiency and provide information regarding state laws and district guidelines for identifying and serving these students. DEFINITIONS Student of Limited English Proficiency (LEP) is defined by the Texas Education Code as a student whose primary language is other than English and whose English language skills are such that the student has difficulty performing ordinary classwork in English. The bilingual education program is a full-time program of instruction for students in Grades PK- 5 in which both the students home language and English shall be used for instruction. Bilingual education is required if 20 or more limited English proficient students are enrolled in one grade level. PISD has 20 or more limited English proficient students whose native language is Spanish. English as a Second Language (ESL) is defined by the Texas Education Code as a program of intensive instruction in English from teachers trained in recognizing and dealing with language differences. The purpose of Princeton ISD s ESL program is to provide second language instruction for older students in which bilingual education is not available. GOALS The goal of the PISD Bilingual education and English as a second language program shall be to meet the needs of students whose primary language is other than English and facilitate their integration into the regular school curriculum. PISD s goal for all LEP students in the bilingual or ESL programs is to exit/mainstream into general education classes within five (5) years or less of program entry. Princeton ISD BI/ESL Handbook Page 3

4 PROGRAM GUIDELINES The bilingual education and ESL programs are designed to assist students who have limited English proficiency transition gradually from speaking their home language only to the point that they are proficient in English. The required bilingual education or English as a second language program shall be provided to every LEP student with parent approval until such time that the student meets exit criteria. The bilingual and English as a second language programs shall be an integral part of the regular education program. Both programs are based on the Texas Essential Knowledge and Skills and utilize instructional approaches designed to meet the special needs of LEP students. These programs shall be designed to consider the students' learning experiences and shall incorporate the cultural aspects of the students' backgrounds. The program shall address the affective, linguistic, and cognitive needs of limited English proficient students. In subjects such as art, music, and physical education, LEP students shall participate fully with English-speaking students in regular classes provided in the subjects. Students enrolled in the bilingual or ESL program shall also have a meaningful opportunity to participate fully with other students in all extracurricular activities. Bilingual education and English as a second language programs shall be located in the regular public schools of the district rather than in separate facilities; however, the district may concentrate the programs at a limited number of schools within the district provided that the enrollment in those schools shall not exceed 60% limited English proficient. Students shall be enrolled in classes with other students of approximately the same age. Princeton ISD s bilingual program shall be implemented on the Lacy and Harper Elementary Campuses. Transportation is provided. Princeton ISD s English as a second language program shall be implemented on every secondary campus within the district. The district shall offer a voluntary summer school program for LEP children who will be eligible for kindergarten or first grade at the beginning of the next school year. The program schedule will be established by the Board to meet the requirements of the Texas Education Agency. This will be an intensive language program, which meets standards set by TEA, and the student teachers ratio will not exceed 18:1. Princeton ISD BI/ESL Handbook Page 4

5 PROGRAM ORGANIZATION Bilingual Education Program The bilingual education program at PISD shall be a full-time program of instruction for students in Grades PK-5 in which both the students home language and English shall be used for instruction. PISD has adopted a ninety percent English and ten percent Spanish transitional/early exit model for its bilingual program; however, the actual amount of instruction in each language within the bilingual education program shall be commensurate with the students level of proficiency in each language and their level of academic achievement. The transitional/early exit model serves students identified as LEP in both English and Spanish in the core subjects and transfers a student to English-only instruction not earlier than two or later than five years after the student enrolls in school at which point the district's ESL program is designed to assist the transition, typically by grade six. Bilingual classes shall be taught by a certified bilingual teacher using state-adopted English and Spanish instructional materials and supplementary materials as curriculum tools to enhance the learning process. English as a Second Language Program (ESL) The English as a second language program at PISD shall be an intensive program of instruction in English provided for students in Grades 6-12 that is designed to develop proficiency in comprehension, speaking, reading, and composition in the English Language. PISD has adopted the English as a Second Language/pull out model. ESL classes are taught in English with double emphasis on content and language development. ESL students shall receive two periods of ELAR, one period for content instruction in reading and writing and one period for intensive language and vocabulary development. When scheduling allows, these two periods may be double blocked for seamless integration of content and language instruction. The ELAR ESL classes shall be taught by a certified ESL teacher who is trained in recognizing and dealing with language differences. For all other courses and electives, LEP students shall be mainstreamed in regular education classrooms where ESL strategies as well as sheltered instructional approaches shall be provided to assist the LEP students to master the essential knowledge and skills for the required subjects. The ESL program shall use state-adopted English as a second language instructional materials and supplementary materials as curriculum tools, and there shall be ongoing coordination between the English as a second language program and the regular education program. 5

6 LANGUAGE PROFICIENCY ASSESSMENT COMMITTEE (LPAC) The district shall by local board policy establish and operate a Language Proficiency Assessment Committee on each campus. Each Campus shall have on file, policy and procedures, the selection, appointment, and training of members of the LPAC. BI/ESL LPAC Members- LPAC committees shall include a professional Bilingual or ESL teacher (depending on the program), a general education teacher (can be an ESL teacher), a parent of a limited English proficient student who is not an employee of the district, and a campus administrator. The parent of each bilingual and ESL student in PISD shall be extended an invitation to attend all meetings regarding bilingual or English as a second language program placement, review, and exit for their child. Training of LPAC Members- The district shall provide orientation and training from current LPAC members or Region 10 Educational Service Center for all LPAC members. This orientation will include discussion of the committee s duties and a thorough explanation and review of all laws and rules governing the confidentiality of information regarding individual students. In performing their duties committee members will be acting for the district and shall observe requirements regarding confidentiality of student records. Duties of LPAC- Within four weeks of the initial enrollment of any LEP student and at the end of each school year, the LPAC shall: (1) Review all pertinent information on limited English proficiency students, including the home language survey, the language proficiency tests in English and the primary language, each student's achievement in content areas, and each student's emotional and social attainment; (2) Make recommendations concerning the most appropriate placement for the educational advancement of the limited English proficiency student after the elementary grades; (3) Review each limited English proficiency student's progress at the end of the school year in order to determine future appropriate placement; (4) Make recommendations for exiting students from the bilingual or ESL program when program criteria has been met. (5) Monitor the progress of students formerly classified as LEP who have transferred out of the bilingual education or special language program and, based on the information, designate the most appropriate placement for such students; and (6) Determine the appropriateness of a program that extends beyond the regular school year based on the needs of each limited English proficiency student. 6

7 STUDENT IDENTIFICATION Home Language Survey: Princeton ISD shall conduct a home language survey to be administered in English and Spanish to each student new to the district within four weeks of enrollment. The survey shall be signed by the parent or guardian for students in pre-kindergarten through grade 8 and by the student in grades The survey shall be conducted only once, and the original copy of the survey shall be kept in the student s permanent record. If an earlier home language survey is received from a student s prior district, this will replace the one conducted by our district as the original in the permanent folder. The home language survey shall be used to establish the student s language classification for determining whether the district is required to provide a bilingual or English as a second language program. If the response on the home language survey indicates that a language other than English is used, the student shall be assessed for program eligibility. Assessment: To each student, who has a language other than English as identified on the home language survey, the district shall administer the following tests in the student s home language for identification for the bilingual program and in English for identification in the ESL program. All the oral language proficiency testing shall be administered by professionals or paraprofessionals who are proficient in the language of the test and trained in language proficiency testing. Oral Language Proficiency Test (OLPT): Grades The IDEA Proficiency Test (IPT) will be used to determine whether a student is PK-1 considered limited English Proficient (LEP). Grades 2-12 The IDEA Proficiency Test (IPT) will be used in conjunction with the normreferenced test: Iowa Test of Basic Skills (ITBS), to determine whether a child is considered limited English proficient. IPT Test Forms: (Ages Pre-IPT); (Grades K-6 - IPT-I); and (Grades IPT-II) Princeton ISD may accept testing and parental consent from another district when a new student enters at the recommendation of the LPAC committee. If the OLPT reveals that the student s ability in English is so limited that the reading and language arts sections of the ITBS would not be valid, it is not necessary to administer them. The district shall implement assessment procedures, which differentiate between language proficiency and handicapping conditions. The admission, review and dismissal (ARD) committee in conjunction with the LPAC committee shall determine an appropriate assessment instrument and designated level of performance for indicating limited English proficiency for students for whom those tests would be inappropriate as part of the individualized education program (IEP). 7

8 PLACEMENT OF STUDENTS Within the first four weeks after enrollment, a student will be identified, assessed, and placed in the bilingual (K-5) or ESL program (6-12). Bilingual PK students must be identified, assessed, and placed by the LPAC Committee prior to the first day of attendance. The student's parent must approve a student's entry into the program, exit from the program, or placement in the program. The school district or parent may appeal the decision under Section If parent approves, the student must be placed in the bilingual or English as a Second Language (ESL) program as soon as the student is identified as Limited English Proficient (LEP), and the Language Proficiency Assessment Committee (LPAC) has recommended such placement. The district shall place the student in the program on the date the LPAC recommends that services begin but may count the student for special language funding only after parental approval is received (along with home language survey, test scores, and documentation of LPAC recommendation). If parental denial is received, the student is placed in a regular English classroom; however, the student is still considered LEP and shall receive instruction supports for English language learners. Note: The admission, review and dismissal (ARD) committee in conjunction with the LPAC committee shall determine appropriate placement for identified LEP students. The district shall establish placement procedures that ensure that placement in the bilingual or ESL program is not refused solely because the student has a disability. PARENTAL AUTHORITY / NOTIFICATION Parent means the parent(s) or legal guardian of the student. Within ten days after classification, the Language Assessment Committee (LPAC) shall give written notice to parents advising that a student has been classified as Limited English Proficient (LEP) and requesting approval to place the student in the bilingual or ESL program. The notice shall be in English and the primary language and it shall include information about the benefits of the program for which the student is recommended and that it is an integral part of the school program. Pending parent approval, the district shall place the student in the bilingual or ESL program. The entry or placement of a student in the bilingual or ESL program must be approved in writing by the student s parent. Approval shall be considered valid for the student s continued participation in the program until the student meets the established exit criteria, graduates from high school, or the parent requests a change in program placement. The district shall notify the student s parent of the student s reclassification as English proficient and his or her exit from the bilingual or ESL program and shall acquire written parent approval. APPEALS A parent of a student enrolled in a school district offering bilingual education or special language programs may appeal to the commissioner if the district fails to comply with the requirements established by law or by the agency as authorized by this subchapter. If the parent disagrees with the placement of the student in the program, the parent may appeal that decision to the board of trustees. Appeals shall be conducted in accordance with procedures adopted by the commissioner. 8

9 EXIT CRITERIA At the end of the school year, an English language learner may be transferred (exited, reclassified, transitioned) out of a bilingual or ESL education program for the first time or a subsequent time if the student is able to participate equally in a regular all-english instruction program as determined by satisfactory performance in all three assessment areas below and the results of a subjective teacher evaluation: Pre Kindergarten and Kindergarten: A student may not be exited from the bilingual or the ESL program in pre-kindergarten or kindergarten TAC Exit criteria for LEP students may not be considered until the end of first grade. Grade 1-Grade 12: OLPT Oral = Listening Speaking English Reading English Writing Subjective Teacher Evaluation Scored fluent on Oral language proficiency: IPT (grades 1-12); or advanced high score on the TELPAS listening and speaking; and Achieved Level II on the STAAR reading (grades 3-9); STAAR ELA (grades 9, 10) or scored at or above the 40 th percentile in reading and language arts on the Iowa Test of Basic Skills: ITBS (grades 1-2); and Achieved Level II on the STAAR writing (grades 4, 7); STAAR ELA (grades 9, 10) or IPT writing test in grade levels where STAAR is not given or advanced high score on the TELPAS writing); and Assessments, anecdotal notes, portfolios, etc. Caution should be exercised when considering exit of students in Grades 1-2. It may be premature in these grades to consider program exit due to developmental factors related to emergent language and literacy TAC LEP students for who the LPAC has recommended linguistic accommodation on the STAAR reading or writing test may not be considered for exit. An exited student may continue in the bilingual/esl program with parent approval but are not eligible for inclusion in the district allotment. The decision to exit a student who receives both special education and special language services is determined by the admission, review and dismissal (ARD) committee in conjunction with the LPAC committee. The ARD committee in conjunction with the language proficiency assessment committee shall determine an appropriate assessment instrument and performance standard requirement for exit for students for whom the test criteria above would be inappropriate as part of the IEP. The decision to exit a student who receives both special education and special language services from the bilingual education or English as a second language program is determined by the ARD committee in conjunction with the LPAC committee (see LPAC Framework Manual procedures). Note: A parent may request in writing to remove their child from the program and place their child in a regular English classroom; however, the student is considered as a parent denial rather than exited from the program and is still considered LEP until they meet the criteria for English Proficient. 9

10 MONITORING OF STUDENTS EXITED FROM THE BILINGUAL OR ESL PROGRAM The LPAC committee shall monitor a student during the first two school years after he/she is transferred out of a bilingual or ESL program to determine whether the student is academically successful. For determining whether a student who has exited from the program is academically successful, the following criteria shall be considered at the end of each school year: The student meets state performance standards in English on the criterion-referenced assessment instrument required in the TEC, (STAAR), for the grade level as applicable; and The student has passing grades in all subjects and courses taken TAC After evaluation, the LPAC committee may require intensive instruction for the student or reenroll the student in the bilingual/esl program. REEVALUATION/REENROLLMENT The LPAC committee shall reevaluate a student who has transferred out of the bilingual or ESL program if the student earns a failing grade in a subject in the foundation curriculum during any grading period in the first two school years after the student is transferred to determine whether the student should be reenrolled in a bilingual or ESL program. Those students who are not academically successful shall be classified as Limited English Proficient (LEP), and shall be recommended for reenrollment in the bilingual or ESL program, compensatory education, or other program, which addresses their needs. EXTENDED YEAR PROGRAM PISD offers a voluntary bilingual education summer school program for children of limited English proficiency who will be eligible for admission to kindergarten or the first grade at the beginning of the next school year. These students shall receive 120 hours of instruction on a schedule to be determined by the district each year. The student/teacher ratio for the program shall not exceed 18/1. 10

11 DOCUMENTATION Each student s assessment data, all LPAC information, and original signed forms shall be maintained in the Yellow LEP Folder, and this folder shall be placed inside his/her cumulative folder. Their cumulative folders should contain the same information as any other student. For ease of review, each year s LPAC data shall be stapled together with the latest year on top. Keep all relevant data and signed forms. A Guide for LEP Student Information Note: Items in the box below must occur within the first 4 weeks (20 school days) of the student s enrollment in the district and contain signatures and dates where applicable. One Home Language Survey (the one dated farthest back) in each student s cumulative folder. This particular item applies to all students, not only LEP. Initial testing data o OLPT - Oral test scores: o Norm Referenced Test scores: (grades 2-12), if applicable Initial LPAC documentation with dates and signatures which classifies the student as either LEP or Non-LEP Signed parent permission or denial of placement for students who qualify for services Any other subsequent LPAC documentation concerning the instructional design or setting of the student Assessment LPAC documentation dated early spring noting the assessment decision (English, Spanish, or Exemption for qualifying immigrant students, STAAR accommodated/m/alt as determined by an ARD) TELPAS scores, if applicable End of the year OLPT scores; OP results Annual LPAC Review documentation, showing the following year placement and data used to determine the placement For student s exiting the program, evidence of reading, writing, and oral fluency in English based on exit criteria from 19 TAC Ch. 89 Signed parent notification of program exit Monitoring information for the two years following the transfer of students from the program Please keep in mind that these are the minimum items that must be present in order to be in compliance with state mandated bilingual and/or ESL education in Texas. Title III requirements impacting the LPAC process have been integrated in the forms contained in the manual. 11

12 STAFFING AND STAFF DEVELOPMENT Princeton ISD shall take all reasonable affirmative steps to assign appropriately certified teachers to the required bilingual education and English as a second language classes. In addition, regular education classroom teachers who teach language arts in grades Pre-K through grade eight shall obtain an ESL Supplemental Certification. Language Arts teachers in grades 9-12 shall obtain Sheltered Instruction (SIOP) Certification. Princeton ISD endorses the position that quality staff development cannot be overemphasized. Princeton ISD will ensure that all bilingual and ESL teachers receive ongoing, in depth staff development in language instruction designed to meet the affective, cognitive, and linguistic needs of all ESL students. PARENT AND COMMUNITY INVOLVEMENT Princeton ISD embraces the belief that the educational process is successful only if parents are included as partners in the education of their children. Parents will receive information related to program objectives and activities, newsletters, cultural events, and parent involvement meetings. PISD shall make every effort to ensure that bilingual personnel are available on each school campus to provide translations for meetings and documents to be sent home. It is the policy of Princeton ISD to involve the parents in all decisions regarding their child. Parents of students in the bilingual and English as a second language programs are invited to be a part of the Language Proficiency Assessment Committee (LPAC) for the identification, review and exit of their children. Parents and community members are invited to be a part of the district and campus site-based decision committees. PISD offers evening English as a Second Language (ESL) classes for parents through the Community Education Program. ACCOUNTABILITY AMAOS: Annual Measurable Achievement Objectives: reports progress and attainment of language proficiency in listening, speaking, writing and reading. TELPAS: Texas English Language Proficiency Assessment System (K-12) STAAR: Texas Assessment of Knowledge and Skills (measures core subjects by grade level) AYP: Adequate Yearly Progress: measures progress in reading (RPTE) and math (LAT) 12

13 PROGRAM EVALUATION The bilingual and English as a second language programs are evaluated at the end of each year through the district and campus site-based decision making committees. These committees include parents, community, and business members, teachers and administrators. Goals for the year are evaluated for effectiveness, and new goals are set for the coming year. Evaluation data shall be compiled and documented by each campus at the end of each school year. The Bilingual/ ESL teacher shall compile data on the LPAC Information Tracking Sheet and a campus administrator shall compile data on the Bilingual/ESL Annual Evaluation Report. Copies of these reports shall be sent to the district administrator of the program by June 1 st of each year. Each campus shall report to parents the progress of their child as a result of participation in the program in English and the home language annually. (See form: Parent Report on Student Progress) Additional Information Language Proficiency Assessment Committee (LPAC) Framework Manual Texas Education Agency. Texas Administrative Code 89 Subchapter BB Texas Education Code For further information on this or any program offered at Princeton ISD, please contact the following personnel: Jean Trout Director of Special Programs (469) Ext Jackie Hendricks, (469) Ext Assistant Superintendent Campus Principal or Counselor (469) Princeton ISD BI/ESL Handbook Page 13

14 PISD Forms Bilingual and English as a Second Language Programs Princeton ISD BI/ESL Handbook Page 14

15 BILINGUAL / ENGLISH AS A SECOND LANGUAGE (ESL) CRITICAL EVENTS/TIMELINE Establish & reactivate LPAC for the year. LPAC Parent Membership Request Letter, Complete LPAC Committee Members form. Train new members for LPACs. Use LPAC training manual, Certificate of LPAC Training, AUGUST/SEPTEMBER & LPAC Confidentiality Statement for new members. Provide teachers with BI/ESL/LPAC Instructional Accommodations Checklist for each LEP student Place currently enrolled students who were enrolled in the program the previous year. WITHIN 4 WEEKS OF STUDENT ENROLLMENT (August -May) SEPTEMBER/MAY Conduct Home Language Survey (HLS) for new students to the district. LPAC to identify, review, and place students new to the district who have been identified as LEP in their previous district in the appropriate program Assess students who have indicated a language other than English on a HLS (1) Oral Proficiency: IPT Grades PK-12: (2) Written Language Proficiency (IPT) Grades 1-12: (3) Norm-Referenced Test (ITBS) Grades 2-12 If non-lep, put assessment information in cum file. If LEP, notify parent about placement meeting within 10 days of classification (LPAC Meeting for BI (PK-5) / ESL (6-12) Placement Parent Invitation) Conduct LPAC Meeting within 4 weeks of student enrollment to determine placement. (Complete LPAC Initial Review Form (yellow folder), BI/ESL LPAC Accommodations Checklist, LPAC Meeting Minutes Form. Obtain written permission for placement from parent. Complete during meeting or send home BI/ESL Parent Identification & Placement, which explains the benefits of the program. (Optional: May also use program benefit brochures by TEA). Complete LPAC Tracking Sheet for (1) students enrolled last year, (2) transfer students who were previously identified as LEP and have been reviewed by the LPAC Committee, and (3) students who have exited the program for 2 years after EXIT. Notify PEIMS clerk about newly identified students for the BI (PK-5) / ESL (6-12) program. Monitor progress of (1) identified BI/ESL students and (2) EXITED students. Each six weeks complete Content Area Collaboration Form Schedule a LPAC meeting and review LPAC recommendations for (1) current BI/ESL students and (2) exited students experiencing difficulties in current instructional placement. Notify parents of EXITED students if re-entry into program is needed. Parent Notification of Student Re-entry Notify PEIMS clerk about (1) newly identified students for the BI (PK-5) / ESL (6-12) program, (2) re-entry students, and (3) students exited from the BI/ESL program. MARCH TELPAS grades K 12 APRIL/MAY Conduct end-of-year assessments: (1) Oral Language Proficiency: IPT grades 1-12 or advanced high score on TELPAS listening and speaking; (2) Reading: ELA STAAR grades 3 10 or scored at or above the 40 th percentile in reading and language on ITBS grades 1 or 2; (3) Written Language Proficiency: STAAR grades 4, 7, 10, 11 or IPT in grade levels where STAAR is not given, or advanced high score on the TELPAS writing; and (4) subjective teacher evaluation data. Invite Parents to end-of-year review meetings End of Year LPAC Invitation Conduct LPAC Meetings Annual review of students in the program and those exited Annual End of Year Review (Yellow Folder) Send home Parental Report on Student Progress Reclassify BI (PK-5) / ESL (6-12) students if they meet EXIT criteria. Send and retrieve EXIT notification letters BI/ESL EXIT Permission Form Update LPAC Tracking Sheets Complete Annual Evaluation Report. Send to District BI/ESL Coordinator by June 1. Princeton ISD BI/ESL Handbook Page 15

16 Date: Fecha LPAC Parent Membership Request Letter Dear Parents: According to state policy, we are required to have a parent of a student who participates in a Bilingual or English as a Second Language program serve on our school s Language Proficiency Assessment Committee (LPAC). The LPAC serves as the students advocate to make certain they receive the appropriate services. We are asking for parent volunteers who would be willing to serve as our parent member of the LPAC. You will receive training at the first LPAC meeting and then be asked to assist the team in identifying and placing children in the appropriate program for language development and academic success. If you would be willing to serve on the LPAC, please fill out the information below and send the form to school with your child. If you have any questions please contact at. Sincerely, Estimados Padres: Solicitud de Padres Como Miembros del Comité de Evaluación del Dominio del Idioma (LPAC) De acuerdo con la ley estatal tenemos la obligación de que un padre cuyo hijo/a participe en el programa bilingüe o el programa de inglés como segundo idioma (ESL) sea un representante en el Comité de Evaluación del Dominio del Idioma (LPAC) de nuestra escuela. El Comité de Evaluación del Dominio del Idioma (LPAC) representa los intereses de los estudiantes para asegurarse que reciban los servicios educativos apropiados. Estamos solicitando padres de familia que estén dispuestos a participar como voluntarios en el Comité de Evaluación del Dominio del Idioma (LPAC). Recibirán entrenamiento durante la primera reunión del Comité de Evaluación del Dominio del Idioma (LPAC) y después se les pedirá su ayuda para identificar y recomendar el programa apropiado que asegure el desarrollo del idioma y el éxito académico de los estudiantes. Si están dispuestos a participar en el Comité de Evaluación del Dominio del Idioma (LPAC), favor de completar la siguiente información y regrese esta hoja a la escuela con su hijo/a. Si tiene preguntas, favor de comunicarse con al teléfono. Sinceramente, Parent Name(s): Nombre(s) de Padre(s): Phone: Número de teléfono: Child s Name: Nombre del estudiante: School: Escuela Grade: Grado escolar: Princeton ISD BI/ESL Handbook Page 16

17 LANGUAGE PROFICIENCY ASSESSMENT COMMITTEE MEMBERS School Year Campus Date Please list the names of team members that will serve on the LPAC Committee for your school this year. LPAC Parent of a participating student Professional Bilingual Educator and/or Professional ESL Educator Professional Transitional Language Educator Campus Administrator LPAC Representative for ARD Committee Other Each member received LPAC Training and signed confidentiality oaths, and received training certificates. Respectfully submitted: (Name) (Position) Princeton ISD BI/ESL Handbook Page 17

18 LPAC Confidentiality Statement I,, serve as a member of the (school) Language Proficiency Assessment Committee (LPAC) as provided by 19 TAC Chapter (f). I hereby certify that I have been informed that any educational records examined by me in connection with the performance of my duties as a member of the LPAC are confidential records as defined by the Family Educational Rights and Privacy Act and the contents are not to be released except in compliance with the terms of that statute. 20 U.S.C.,Section 1232g;34CFR,Part 99. Signature Date Yo, el suscrito,, actúo como miembro del Comité de Evaluación del Dominio del Idioma (LPAC) de la escuela de acuerdo con el 19 TAC Capítulo (f). Por la presente certifico que he sido informado que cualquier archivo educativo que examine en relación a mis responsabilidades como miembro del Comité de Evaluación del Dominio del Idioma (LPAC) es archivo confidencial, según lo estipula la Ley de Privacidad y de Derechos Educacionales de la Familia, cuyo contenido no será divulgado excepto en acuerdo con los términos de dicha ley. 20 U.S.C.,Sección 1232g;34CFR,Parte 99. Firma Fecha Texas Education Agency Bilingual/ESL Unit Princeton ISD BI/ESL Handbook Page 18

19 Certificate of Training for the Language Proficiency Assessment Committee This is to certify that : Has received training in the role and responsibilities of an LPAC member and can serve as a member of the Language Proficiency Assessment Committee (LPAC). Date Texas Education Agency Bilingual/ESL Unit Princeton ISD BI/ESL Handbook Page 19

20 HOME LANGUAGE SURVEY (Encuesta del Idioma Hogareño) STUDENT NAME Nombre del estudiante LAST / Apellido FIRST / Nombre MIDDLE / Segundo Nombre DATE OF BIRTH ID # Fecha de nacimiento MONTH / Mes DAY / DiaYEAR / Año SCHOOL GRADE Date Enrolled Escuela Grado Fecha de Entrada HOME LANGUAGE SURVEY (Información del idioma que se habla en casa) 1. What language is spoken in your home most of the time? Cuál es el idioma que más se habla en su hogar? 2. What language does your child (do you) speak most of the time? Cuál es el idioma que su niño(a) habla mas? 3. Place of birth? (Country) Lugar / Pais de nacimiento? 4. Has your child lived outside the U.S. for two (2) or more consecutive years? YES NO Ha vivido su hijo fuera de los Estadps Imodps por dos ó más años consecutivos? Si NO 5. When your child lived outside the U.S., did he or she attend school regularly? (Check one) Cuándo su hijo(a) vivia fuera de los Estados Unidos, asistió con regularidad a la escuela (Marque una de las siguientes opciones) Yes, my child attended school regularly in all previous grades outside the U.S. Sí, mi hijo asistió con regulandad a la escuela fuera de los Estados Unidos y terminó sus grados escolares anteriores No, my child missed significant portions of one or more school years, as specified: NO mi hijo(a) perdió gran parte de uno ó más años escolares, como se especifica a continuación. Specify grade and time period, including month and year (example: Grade 2, Jan through May 2005). Do not include periods of absence that lasted less than one month. Do not include regularly scheduled school holidays, or vacations. Especifique el grado y el periodo en que su hijo(a) no asistió a la escuela, incluyendo el mes y el año (Por ejemplo: 2do. Grado, de enero del año 2005 hasta mayo del 2005) No incluya el tiempo que su hijo no asistió a la escuela si fue menos de un mes. No incluya dias festivos, no vacaciones que la escuela haya programado para el año escolar. 6. Date of FIRST entry into ANY school in the U.S.A (Fecha de la PRIMERA entrada en CUALQUIER escuela en los Estados Unidos) GRADE / Grado MONTH / Mes YEAR / Año SIGNATURE OF PARENT date Firma del Padre / Guardian Fecha Princeton ISD BI/ESL Handbook Page 20

21 LPAC MEETING FOR BILINGUAL / ESL PLACEMENT PARENT INVITATION INVITACIÓN PARA LOS PADRES A LA JUNTA DEL COMITE BILINGUE Nombre de el estudiante Escuela Maestro(a) Grado Fecha Padre/Guardian El Comité del Conocimiento de Idiomas (ECCI) se reunira el (Escuela) a las en la (hora) (mes día, año) En esta reunión se decidirá si su hijo(a) será puesto en los programas de educación bilingüe (PK-5) o, (ESL) (6-12) Inglés como segunada lengua. Le estamos invitando que participe en esta decisión. Díganos por favor si le es conveniente asistir en esta fecha o si le es preferable cambiarla a otra ocasión. Esperamos reunirnos con usted y de esta manera tomar en cosideración de sus sugerencias. Sinceramente, (Instructor) ******************************************************************************************************** * Favor de responder y regresar esta forma. Marque con una X su respuesta. Si, asistiré a la reunión del (ECCI). No, no podré asistir esta reunión, pero por favor hable para otra cita. No, no podré asistir a la reunión del comité pero por favor haganme saber de las decisiones. (Firma del padre) (Fecha) Student s Name School Teacher Grade Date Parent s Name The Language Proficiency Committee (LPAC) will meet at (School) on at. At this time, placement options for your child in the Bilingual (PK-5) / ESL (6-12) program will be discussed. We encourage you to attend this meeting. Please notify us if this is convenient for you. If it is not, we will be happy to reschedule on another date. We look forward to having your input during this committee meeting. Sincerely, (Instructor) **************************************************************************************************** Please check your response and return this form. Yes, I will attend the LPAC committee meeting. No, I will not attend the LPAC committee meeting, but please call me to reschedule the meeting. No, I will not attend the LPAC committee meeting, but please notify me of the committee s placement decision. (Parent s Signature) (Date) Princeton ISD BI/ESL Handbook Page 21

22 Parental Notification Identification and Placement Bilingual / ESL Program, 19TAC Chapter 89, Subchapter BB 1220(j) (k); PL (a) Campus Name Date To the Parents/Guardians of Grade Federal and Texas laws require language instruction programs for students who have not attained proficiency in using the English language. We have reviewed your son/daughter s oral language and academic performance in order to make the best instructional decision. English Oral Language Proficiency Test ** (OLPT, PK-12) Name: Date Administered: Results: Proficiency: English Norm-referenced Standardized Achievement Test** (Grades 2-12) Name Date Administered: Results: Other language/academic tests(s) reviewed (optional): Name of Placement Test Results: Reading Name of Placement Test Results: Writing Texas English Language Proficiency Assessment System (TELPAS (attach confidential report) Beginner; Intermediate; Advanced; (or) Advanced High Listening Speaking Reading Writing Based on the results reviewed from all of these assessments, the English language proficiency for your son/daughter has been determined to be. Consequently, we recommend that your son/daughter be placed in the following program required in the district (19 TAC Subchapter BB ): Bilingual (PK-5) English as a Second Language (ESL) (6-12) The following is a description of the program that your son/daughter will be placed in. It describes how the program differs from the regular program in content, instruction goals, and use of English and native language instruction. Our district expects all students, including students participating in the Bilingual or English as a second language (ESL) programs, to achieve success in meeting the academic standards set by the state. The district s curriculum is the Texas Essential Knowledge and Skills (TEKS). 22

23 Program Benefits: Because your son/daughter hears a language other than English at home and /or speaks a language other than English with peers, he/she would benefit from intensive English instruction. Teachers in the bilingual and ESL programs are trained on how to plan instruction for children whose first language is not English. Curriculum and instruction in the bilingual/esl program will be accomplished through developmentally appropriate materials and instructional strategies designed to accelerate your child s development of English comprehension, communication and academic skills. The bilingual education program provides your child with instruction in English by a teacher who also speaks Spanish to make sure that he/she understands what the teacher is saying; therefore the student achieves his/her own potential. A teacher in the ESL program is trained on how to teach the English language using special strategies, teaching materials, and is sensitive to the individual needs of a student who is learning English. This is necessary so that your son/daughter will meet all of the required state standards expected of all students. In the case of a child with a disability, close collaboration will be maintained with the special education program by following the student s Individual Educational Plan (IEP). The transition from the bilingual/esl program into the regular program is expected to occur when your child meets the exit criteria set by the state for Bilingual and ESL program students. 1. This determination is based upon tests that measure the extent to which the student has developed oral and written language proficiency and specific language skills in both the student s primary language (for students enrolled in bilingual education) and English, and one of the following: A. Meeting the state performance standards for STAAR in English reading and writing (when available) as required in the Texas Education Code (TEC), , at grade level; or B. Scoring at or above the 40 th percentile on both the English reading and the English language arts sections of a TEA approved norm-referenced test. 2. In making this determination, the district will also consider other indications of the student s overall progress, including STAAR scores in other subject areas, teacher evaluation, and parental evaluation. Please indicate your approval for your child s participation in the district s Bilingual or ESL program by entering your signature in the appropriate space. I do want my son/daughter to participate in the bilingual program. (Grades PK-5 only) I do not want my son/daughter to participate in the bilingual program. I would like to discuss other options that will address my son/daughter s language/academic needs. I do want my son/daughter to participate in the ESL program. (Grades 6-12 only) I do not want my son/daughter to participate in the ESL program. I would like to discuss other options that will address my son/daughter s language/academic needs. Parent/Guardian Signature Date Note: Please return this notice to your son/daughter s teacher. If you have any questions, please contact at our office at. 23