HARDIN-JEFFERSON INDEPENDENT SCHOOL DISTRICT
English as a Second Language
It is the policy of the Hardin-Jefferson Independent School District that every student in
the district who has a home language other than English and is identified as limited
English proficient (LEP) shall be provided a full opportunity to participate in HardinJefferson’s English as a second language program (ESL), as required in the Texas
Educational Code, Chapter 29, Subchapter B.
The goal of our ESL program is to enable limited English proficient students to become
competent in the comprehension, speaking, reading, and composition of the English
language through the integrated use of second language methods. The ESL program
shall emphasize the mastery of English language skills, as well as mathematics,
science, social studies, as part of the academic goals for all students.
The ESL program shall be an integral part of the total school program. Such programs
shall use instructional approaches designed to meet the specific needs of limited LEP
students. Limited English proficient students served through the ESL program will
participate fully in the state approved curriculum, Texas Essential Knowledge and Skills
(TEKS).
Hardin-Jefferson ISD does not have an enrollment of twenty or more limited English
proficient students in any language in the same grade level district wide. Therefore, the
district offers an ESL program instead of a bilingual program. §89.1255
LEP students will participate with their English speaking peers in all classes. The district
ensures that students enrolled in an ESL program will have meaningful opportunities to
participate with other students in all extra curricular activities.
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HARDIN-JEFFERSON INDEPENDENT SCHOOL DISTRICT
Identification/Program Entry/Testing
Title III requires that student identification and parent notification take place no later than
30 days after the beginning of the school year and within 2 weeks of placement thereafter.
An LPAC should follow the more stringent Texas requirements and have student
identification and placement occur within the first 4 weeks (20 days) of student enrollment.
1. Upon initial enrollment all students must have a Home Language Survey (HLS)
completed in their permanent record. The HLS shall be administered to each
student new to the district, and to students previously enrolled who were not
surveyed in the past. If the HLS indicates a language other than English,
testing must be initiated to determine English proficiency
2. For students in grades PK-1:
• Administer an oral language proficiency test (OLPT) in English, from
the List of Approved Tests for Assessment of Limited English Proficient
Students. HJISD uses the Woodcock-Muños Language Survey-Revised
(WSLS-R)
• PK-1 students scoring below the cut-off for English proficiency on the
OLPT are classified as LEP.
3. Students in grades 2-12
•
Administer an OLPT; and
•
the reading and language arts portions of an English norm-referenced test.
•
students in grades 2-12 scoring below the cut-off for English proficiency on the
OLPT are classified as LEP.
•
Students who score below the 40th percentile on the reading and
language arts sections of the NRT are classified as LEP, even if their OLPT
score reflects English proficiency
•
If the student’s ability on the English OLPT is so limited that the
administration at his/her grade level of the English norm-referenced
standardized achievement test is not valid, then the student is classified as
LEP [Chapter 89.1225(f)(2)(c)].
Identification/Program Entry/Testing continued
2
4. The Language Proficiency Assessment Committee (LPAC), using testing data and
any other available student information, will determine whether the student is LEP,
recommend the appropriate educational program for each LEP student, notify the
parent of each LEP student about classification and recommendation for HJISD
ESL Program and facilitate the participation of LEP students in other special
programs provided by the district.
5. From the date of enrollment, the district has 20 days to complete all paperwork including
written parent permission. Once written parental permission is obtained, the appropriate
PEIMS codes can be entered to reflect LEP status, program placement, and parent
permission. The parent approval or denial date is the date used for the preceding PEIMS
code data.
6. HJISD campuses LPAC consists of a parent of a LEP student participating in the
program and one or more professional staff members [Chapter 89.1220(c)]. An ESL
teacher and an administrator are strongly recommended to attend.
7. All LPAC members are required to receive training and certification to serve on the
committee. If one of the members does not understand English (parent), the training
should be developed in the member’s primary language.
8. For students referred to special education, placement in an ESL program may not be
refused solely because the student has a disability. However, if the student:
•
has a disability and language is not a factor then the student is not LEP, even
though the family may speak other languages.
9. For LEP students, the LPAC and ARD committee may recommend that a student:
•
Is limited English proficient and has an identified disability, therefore,
he/she should be served jointly through special education and ESL
programs.
•
Is limited English proficient but assessment results show that the student
is not eligible for the Special Education program; therefore, he/she
should be served through the ESL program and NOT in special education.
HARDIN-JEFFERSON INDEPENDENT SCHOOL DISTRICT
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Parental Consent
After the LPAC recommends the appropriate placement in an ESL program, the
parent’s permission must be obtained.
The approval or disapproval of program placement form must be kept in the student’s
permanent record folder.
Pending the parent’s program placement approval or disapproval the student will be
placed into Hardin-Jefferson’s ESL Program. A student cannot be coded as LEP on
PEIMS, for funding purposes, until the parent approves program placement.
If the parent approves the student’s placement into an ESL program, they will be
required to complete a parent approval form. This form will describe the benefits of the
program and be written in the parent’s home language and English.
If the parent denies placement into the ESL Program, it is considered a Parent Denial
and must be coded as such on PEIMS. The LEP student with a Parent Denial on file
will be monitored and reviewed for academic progress for two years. If necessary, the
student may be offered the program again with parent approval.
Exited From The ESL Program
Students in pre-kindergarten and kindergarten may not be exited from the ESL
Program. An annual review is still conducted by the LPAC; however the LEP students
cannot be reclassified as English Proficient in these grade levels.
For LEP students in grades 2-12, the LPAC annually determines the reclassification at
the end of the school year.
The criteria for determining English Proficiency and exiting from an ESL Program at the
end of the year, as stated in §89.1255(k):
•
The student meets state performance standards in English on the criterionreferenced assessment instrument (TAKS) required in the TEC §39.023 for
the appropriate grade level
•
The student has passing grades in all subjects and courses taken
HARDIN-JEFFERSON INDEPENDENT SCHOOL DISTRICT
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Instructional Program Design
An ESL program must address the affective, linguistic and cognitive needs of LEP
students (19 TAC §89.1210).
1. Affective. Limited English proficient students shall be provided instruction using
second language methods in English to introduce basic concepts of the school
environment which instills confidence, self-assurance, and a positive identity with their
cultural heritages. The program shall address history and cultural heritage associated
with both the students’ home language and the United States.
2. Linguistic. Limited English proficient students shall be provided intensive instruction to
develop proficiency in the comprehension, speaking, reading, and composition of the
English language. The instruction in academic content areas shall be structured to
ensure that the students master the required essential knowledge and skills and higher
order thinking skills.
3. Cognitive. Limited English proficient students shall be provided instruction in English
in mathematics, science, health, and social studies using second language methods.
The instruction in academic content areas shall be structured to ensure that the
students master the required essential knowledge and skills and higher order thinking
skills.
Assessment: Requirements and Considerations
1. Some immigrant students may be granted LEP exemptions if the LPAC follows the
procedures as outlined and explained in the LPAC Decision-Making Process for the Texas
Assessment Program (Grades 3-12) located at:
http://www.tea.state.tx.us/student.assessment/resources/guides/lpac/index.html
2. The TELPAS is administered to all LEP students in Grades K-12, including LEP students
with parental denial until they are reclassified as non-LEP in PEIMS. For additional
information about TAKS/TELPAS testing visit:
http://www.tea.state.tx.us/student.assessment/
HARDIN-JEFFERSON INDEPENDENT SCHOOL DISTRICT
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Annual Review
1. At the end of each year, the LPAC will meet to review student progress and
determine whether the student will continue in the program or qualifies for exiting the
program (only after first grade has been completed). Students must meet
established exit criteria and show mastery in listening, speaking, reading, writing, and
comprehension in English to successfully exit the ESL programs.
2. The following exit criteria must be met in order to change an identified LEP student to
a non-LEP status:
a) TEA-approved tests that measure the extent to which the student has developed
oral and written language proficiency and specific language skills in English;
b) Satisfactory performance on the reading assessment instrument under the Texas
Education Code, Sec. 39.023(a), or an English language arts assessment
instrument administered in English, or a score e at or above the 40th percentile on
both the English reading and the English language arts sections of a TEAapproved norm-referenced assessment instrument for a student who is enrolled in
Grade 1 or 2; and
c) TEA-approved criterion-referenced written tests.
3. Norm-referenced standardized achievement tests are required only for entry of
students in grades 2-12. They MAY be used for program exit ONLY if the student
is enrolled in first or second grade. School districts are not required to
administer a norm-referenced standardized achievement test to LEP students
each year after initial placement. They may also be used for annual evaluation.
4. Students in Pre-Kindergarten and Kindergarten may not be exited from English
as second language programs. An annual review is still conducted by the LPAC
but students cannot be reclassified as English proficient at these grade levels.
5. Students who earn a failing grade in a subject in the foundation curriculum under
Section 28.002 (a)(1) during any grading period in the first two school years after the
student is exited from a ESL program will be reevaluated to determine whether the
student should be reenrolled in a ESL program.
6. Students exited from the program will be monitored for two years to determine
academic success [TEC 29.0561]. The LPAC will consider:
a) the total amount of time the student was enrolled in an ESL program;
b) the student’s grades each grading period in each subject in the
foundation curriculum
c) the student’s performance on each assessment instrument administered
d) the number of credits the student has earned toward high school graduation,
and
e) any disciplinary actions taken against the student under Subchapter A, Chapter
37. The LPAC may require intensive instruction for the student or reenroll the
student in an ESL program.
HARDIN-JEFFERSON INDEPENDENT SCHOOL DISTSRICT
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Program Evaluation
1. HJISD will conduct an annual evaluation of the ESL program at the end of the
school year. This report is to be used to modify and improve the program.
2. The LPAC should be informed of the progress of LEP students enrolled in each
campus served Parents must receive information regarding the progress or
lack of progress of their son/daughter.
a) HJISD will conduct an English as a second language program assessment and
continuous diagnosis in the languages of instruction to determine program
impact and student outcomes in all subject area
b) Annual reports of educational performance shall reflect the academic progress
in either language of the limited English proficient students, the extent to which
they are becoming proficient in English, the number of students who have been
exited from the English as a second language programs, and the number of
teachers and aides trained and the frequency, scope, and results of the
training. These reports shall be retained at the district level to be made
available to monitoring teams according to §89.1260 of this title (relating to
Monitoring of Programs and Enforcing Law and Commissioner's Rules).
c) HJISD shall report to parents the progress of their child as a result of
participation in the program offered to limited English proficient students in
English and the home language at least annually.
d) Each school year, the principal of each school campus, with the assistance of
the campus level committee, shall develop, review, and revise the campus
improvement plan described in the Texas Education Code, §11.253, for the
purpose of improving student performance for limited English proficient
students.
HARDIN-JEFFERSON INDEPENDENT SCHOOL DISTRICT
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LPAC Parent Membership Request Letter
Date: _______________________
Dear Parents:
According to state policy, we are required to have a parent of a student who participates
in 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:
Dolores Gatica at 981-6410 Ext. 3514.
Sincerely,
Dolores Gatica
ESL Coordinator
Parent / Name (s): ___________________________________
Legal Representative: ________________________________
Phone: ____________________________________________
Child’s Name: _______________________________________
School: ____________________________________________
Grade: ____________________________________________
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HARDIN-JEFFERSON INDEPENDENT SCHOOL DISTRICT
Solicitud de Padres Como Miembros del Comité de Evaluación del Dominio del Idioma (LPAC)
Fecha: ____________________________________
Estimados Padres:
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: Dolores Gatica 981-6410
Ext. 3514
Sinceramente,
Dolores Gatica
ESL Coordinator
Nombre(s) de Padre(s): _________________________________
Número de teléfono: ____________________________________
Nombre del estudiante: __________________________________
Escuela: ______________________________________________
Grado escolar: _________________________________________
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HARDIN-JEFFERSON INDEPENDENT SCHOOL DISTRICT
LPAC Training Agenda
I.
Welcome and Introductions
II.
Review of Objectives
A. Overview of Bilingual / ESL Programs
B. Legal Requirements for LPAC
C. Duties and Responsibilities of LPAC
a. Identification and Placement
b. Instructional Methods/Interventions
c. Annual Review
d. Parental Approval (Chapter 89 and Title III)
III.
How, When, and Where of LPAC Meetings
IV.
Summary of Session
V.
Confidentiality of LPAC Members
VI.
Questions and Answers
VII.
Evaluation of Training
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HARDIN-JEFFERSON INDEPENDENT SCHOOL DISTRICT
LPAC QUIZ
1. The acronym LPAC stands for:
2. Do all LPAC members need to be trained? Why?
3. The LPAC members for an ESL LPAC are:
4. Name at least three responsibilities of the LPAC:
5. What needs to occur before a child is entered in the PEIMS as being served in the
ESL program?
6. What happens when one of the LPAC members cannot attend the meeting?
7. When does the LPAC meet to complete the “Annual Progress Review”?
8. In order for a student in the Bilingual Education or ESL program to be exited what
criteria must be met?
9. How often should the LPAC meet to follow-up on the progress of students who have
exited the program?
10. How many times can a LEP student be exempted from taking the TAKS test?
11. Can the released TAKS test be used to exit a student from the ESL program?
12. Who is eligible to take the Spanish TAKS?
13. Can students with a parent denial be considered for exemption from the TAKS test?
14. Define the following terms:
a. Immigrant (PEIMS)
b. Immigrant (TAKS)
c. Immigrant (Bilingual/ESL Programs)
15. What is an ESL/Bilingual Annual Program Evaluation? Who is responsible for
developing the evaluation?
16. How can LPAC members ensure that LEP students are not overrepresented in
Special Education Programs?
17. Who is responsible for testing LEP students?
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HARDIN-JEFFERSON INDEPENDENT SCHOOL DISTRICT
LPAC QUIZ - TRUE OR FALSE
1. _____ The LPAC is required to meet only at the beginning and the end of the school
year.
2. _____ The LPAC does not need to meet whenever new students enroll or as other
LEP student LPAC needs arise.
3. _____ ESL programs are not a component of bilingual programs.
4. _____ Parents that have denied special language services do not need an LPAC.
5. _____ A student’s cumulative folder may contain more than one signed HLS form.
6. _____ Oral language proficiency test scores, achievement test scores, and criterion
referenced test scores should be indicated on student’s cumulative folders.
7. ______It is not a teacher’s responsibility to review student cumulative folders to ensure
accurate and correct documentation.
8. ______LEP students can be exited before Grade 1.
9.______When the ARD Committee meets with LPAC to identify a student as LEP, the
ARD Committee supersedes LPAC on all decisions.
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HARDIN-JEFFERSON INDEPENDENT SCHOOL DISTRICT
Answers to LPAC Quiz
1. Language Proficiency Assessment Committee (LPAC)
2. Yes, every district that implements a bilingual or ESL program is required to have
on file policy and procedures for the selection, appointment, and the training of its
LPAC members. Districts must provide training on program requirements and
documentation procedures as they pertain to the identification, placement, parent
notification and annual review of the student’s progress in attaining language and
academic proficiency. Title III requirements for implementing special language
programs must be followed by the LPAC.
3. One or more professional personnel (campus administrator or certified ESL
teacher is recommended), and a parent of a limited English proficient (LEP)
student participating in the program designated by the district (no parent serving
on the committee shall be an employee of the school district).
4. Any two or more of the following:
• Designate the language proficiency level of each LEP student
• Designate the level of academic achievement of each LEP student
• Facilitate the participation of LEP students in other special programs
• Classify students as English proficient and recommend their exit from
the program, once exit criteria have been met.
• Determine the appropriate assessment option for LEP students before
the administration of the state criterion referenced test each year.
5. Documented parental approval of entry or placement into the program. Only LEP
students with parental approval can be counted toward the bilingual allotment.
6. A trained, alternate professional staff member designated by the district can
replace an absent LPAC member. However, a trained parent must always be
present.
7. Before the end of the school year.
8. LEP students must meet state performance standards on the reading and writing
(when available) portions of the English language criterion referenced (TAKS)
test.
9. LPAC committees must monitor the progress of exited LEP students for two
academic years. Students who are not successful due to being LEP shall be
reclassified and recommended for re-entry into the Bilingual or ESL program.
Students who are not reclassified may be placed in compensatory or accelerated
instruction, interventions, or other special language program to address their
needs.
13
Answers to LPAC Quiz Continued
10. LEP students in Grades 3-10 must meet five general exemption criteria before
an LPAC may consider the need for a LEP exemption from TAKS: LEP status,
program participation, TAKS immigrant status, years in U.S. schools, and RPTE
rating. The LPAC must have documentation in the student’s permanent record
folder indicating that the student meets all five of these criteria. For additional
clarification, please refer to p. 16 of the LPAC Assessment Manual.
11. Yes
12. No.
13. The Spanish version TAKS is available for students in Grades 3-6 receiving
Spanish instruction in Math, Reading, Writing (Grade 4) and Science (Grade 5).
14. No. To qualify for an exemption, LEP students must be participating in a stateapproved bilingual or English as a second language (ESL) program.
15. Immigrant (PEIMS) – Individuals aged 3-21; not born in any U.S. state; have not
attended 1 or more schools in any one or more state for more than 3 academic
years.
Immigrant (TAKS) - Students who have resided outside the 50 U.S. states for at
least two consecutive years.
Immigrant (Bilingual/ESL Programs) – LEP student born outside the U.S.
16. All districts required to conduct a bilingual education or ESL program shall
conduct periodic assessment and continuous diagnosis in the languages of
instruction to determine program impact and student outcomes in all subject
areas. Annual reports of educational performance shall reflect the academic
progress in either language of the LEP students. Districts shall annually report to
parents the progress of their child. Each school year, the principal of each school
campus with the assistance of the campus level committee, shall develop, review
and revise the Campus Improvement Plan for the purpose of improving student
performance.
17. LPAC members should coordinate efforts with special program personnel and
identify appropriate assessment procedures for LEP students.
18. LEP students should be tested by their classroom teacher. Some tests can be
administered by teacher observation, such as the Observation Protocol.
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Answers to LPAC Quiz Continued
True or False answers
1. False. The LPAC committee should meet as needed, including the beginning of
the year, before administration of the state criterion referenced test, and at the
end of the school year.
2. False. The LPAC Committee must meet upon a student’s initial enrollment in the
district and whenever important instructional decisions are required.
3. True. A bilingual program is a full-time program of instruction in which both the
students’ home language and English are used for instruction. An ESL program
is an intensive program of English instruction designed to develop proficiency in
the comprehension, speaking, reading, and composition of the English language.
4. False. All LEP students, including those whose parents have denied special
language services must have an LPAC.
5. False. Only the original or copy of the original, signed HLS form should be kept
in the LEP student’s cumulative folder.
6. True.
7. False. Teachers should review each student’s cumulative folder at the beginning
and the end of the school year to ensure that documentation is correct and
adequate.
8. False. A student may not be exited from the bilingual education or English as a
second language program in prekindergarten through Grade 1.
9. False. LPAC and ARD Committee work in collaboration. One does not
supersede the other.
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HARDIN-JEFFERSON INDEPENDENT SCHOOL DISTRICT
LPAC Confidentiality Statement
I, _______________________, serve as a member of the______________ (school)
Language Proficiency Assessment Committee (LPAC) as provided by 19 TAC Chapter
89.1220(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 89.1220(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
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HARDIN-JEFFERSON INDEPENDENT SCHOOL
DISTRICT
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).
_______________________________________________
DOLORES GATICA, ESL COORDINATOR
_______________________________________________
Date
HARDIN-JEFFERSON INDEPENDENT SCHOOL DISTRICT
LANGUAGE PROFICIENCY ASSESSMENT COMMITTEE (LPAC) MEMBER ROSTER
2009 – 2010
Date _______________
High School
Henderson Middle School
17
Sour Lake Elementary School
China Elementary School
NAME OF LPAC MEMBER
SIGNATURE
1.__________________________________
______________________________
Professional ESL Educator
2.__________________________________
______________________________
Professional Transitional Language Educator
3.__________________________________
______________________________
Parent Representative
4.__________________________________
______________________________
Campus Administrator
5.__________________________________
_______________________________
LPAC Representative for ARD Committee
(if needed)
6.__________________________________
_______________________________
7.__________________________________
________________________________
HARDIN-JEFFERSON INDEPENDENT SCHOOL DISTRICT
LPAC Responsibilities
The Language Proficiency Assessment Committee’s (LPAC) responsibilities follow a cycle
throughout the year. The responsibilities include: Identification, Assessment and
Documentation Review, Placement, Instructional Methodologies and/or
Interventions, Collaboration, Annual Review, Assessment, Linguistic
Accommodations for Linguistic Accommodated Testing (LAT), and Parental Approval.
When a student enrolls in school and indicates a language other than English on the
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Home Language Survey, the LPAC’s time requirements begin. Within four weeks of
enrollment (or 20 school days), the LPAC should review documentation of the
student’s language proficiency and academic status, and recommend placement in our
Bilingual or English as a second language (ESL) program as required by state law.
Parental approval must be acquired within the 20-day period. The LPAC must also
recommend instructional methods and interventions and determine the state criterionreferenced assessment options at the appropriate time. If the parent denies the program,
the LPAC may recommend the general education classroom.
The LPAC also facilitates the participation of limited English proficient students in
other special programs for which they are eligible, ensures parent notification of student
progress and LPAC decisions made on behalf of the child, and continuously monitors
assessment results, interventions, and program appropriateness.
This section is comprised of an overview and four areas of responsibility:
Identification and Placement - This component outlines how the student is identified
as limited English proficient, assessment instruments required by law that are reviewed by
the LPAC, and the placement process for the LEP student. The LPAC Placement Chart
outlines LPAC duties related to program placement.
Instructional Methods and/or Interventions - This component introduces a student
plan for acceleration of English language proficiency and presents methods, strategies,
and techniques for BE and ESL instruction.
Annual Review -This component covers the spring and end-of-the-year LPAC
meeting process for the review of academic progress, testing recommendations and
future program placement. The LPAC Annual Review Chart outlines LPAC duties
related to the annual review of student progress and recommendations for future
placement.
The LPAC Exited Student Monitoring Chart guides the LPAC through monitoring
students exited from the program.
HARDIN-JEFFERSON INDEPENDENT SCHOOL DISTRICT
Pre-Referral Recommendations to Consider for English Language Learners
These suggestions may be used by LPAC and ARD Committee when they meet to discuss
entry criteria and identification.
•
Are student’s academic problems due to a language difference? It is important to
recognize and understand normal difficulties that can result form the acculturation
process and learning a second language from a disability.
19
•
Is the deficiency reflective of a socioeconomic disadvantage rather than a disability?
•
Is the student’s academic or behavioral problem consistent and pervasive?
•
What type of instructional strategies and interventions have been attempted to meet
the needs of the struggling English language learner? What were the results?
•
Have multiple culturally and linguistically appropriate assessment measures been
administered by culturally responsive, trained testing personnel?
•
Have formal assessments been supplemented with other procedures and knowledge to
make accurate language evaluations? (To include an understanding of native language
development sequence, second language learning processes, individual learning and
developmental differences)
•
Has a broad base of student data (school, home, community, peer groups) been
collected and analyzed?
An equitable and effective evaluation of culturally and linguistically diverse students is a
complex process that requires the involvement of administrators, teachers, support staff, and
parents in the decision-making effort.
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HARDIN-JEFFERSON INDEPENDENT SCHOOL DISTRICT
Introduction: Coordination with Other Programs
The language proficiency assessment committee (LPAC) process does not work in isolation.
The continuous focus on the student often necessitates coordination and collaboration
between and among other programs that also work with the LEP student. The decisions of
the LPAC will have an impact on the overall instructional program for the individual LEP
student. It is important that the LPAC receive all of the necessary information relating to the
student’s needs, the student’s performance, language, and cultural background, and the
student’s participation in special programs. Collaboration among instructional personnel who
have been trained to identify the needs of LEP students and who must implement timely
interventions is essential in maintaining a coherent instructional program that will lead to the
improvement of student performance.
Some of the programs that are available to the LEP student may include:
Gifted and Talented
Dyslexia
Before and After School Tutorial
Response to Intervention
Special Education
At Risk programs
Summer School
Section 504
Extra Curricular (student clubs, UIL,
etc.)
Career and Technical Education
(CTE)
Written documentation becomes invaluable for collaborating and coordinating
programs for the LEP student. Information provided to PEIMS must be correct and timely.
Parent input and notification is necessary at every phase of the LPAC process. The Title III
program requires that parents become critical partners in the placement and monitoring of the
student’s instructional program. The LPAC is not a referring agent, but it can serve to identify
available programs for the student as it deliberates throughout the year.
21
HARDIN-JEFFERSON INDEPENDENT SCHOOL DISTRICT
ESL PROGRAM
Special Program/Content Area Collaboration Form*
Student_____________________Campus__________________Grade_______________
ESL Teacher_____________________________________________________________
Collaborating Teacher(s):____________________________, _______________________,
Objectives Period From: __________________________________to_________________
Date
Date
LANGUAGE
OBJECTIVES
COGNITIVE AREA
OBJECTIVES
AFFECTIVE /BEHAVIOR AREA
OBJECTIVES
SUMMARY OF CONFERENCE(S):
Teacher/Teacher Conference Date: __________________________________________
Signatures of Conferencing Teachers________________________, _________________
Next Conference Scheduled for ____________________________________________
Date
Time
*It is recommended that this form be used along with the ESL Student Plan.
22
Variables to Address When Making Special Education Placement
Decisions for Limited English Proficient Students:
May be used by LPAC and ARD Committee when they meet to discuss entry
criteria and identification.

Age of student

Type and degree of impairment or disability

Level of academic achievement

Entry level language skills (upon entering school)

Measured intellectual ability

Method of measuring academic achievement and intellectual ability

Language used in measuring academic achievement and intellectual ability

Time spent in the United States

Level of adaptive behavior

Current cultural home setting

Social maturity

Level of language proficiency in native language and English

Amount and type of language input received in the home environment

Speech and language capabilities in native language and English

Presence of multiple handicaps

Ambulation or mobility

Success in past and present placements

Wishes of student and parents
23
HARDIN-JEFFERSON INDEPENDENT SCHOOL DISTRICT
Required Summer School Programs
Summer school programs that are provided under the Texas Education Code,
§29.060, for children of limited English proficiency who will be eligible for
admission to kindergarten or first grade at the beginning of the next school
year shall be implemented in accordance with this section.
(1) Purpose of summer school programs
(A) Limited English proficient students shall have an opportunity to receive
special instruction designed to prepare them to be successful in
kindergarten and first grade.
(B) Instruction shall focus on language development and essential
knowledge and skills appropriate to the level of the student.
(C) The program shall address the affective, linguistic, and cognitive needs
of the limited English proficient students in accordance with §89.1210(c)
and §89.1210(e) of this title (relating to Program Content and Design).
(2) Establishment of, and eligibility for, the program
(A) Each district required to offer a bilingual or special language program
in accordance with the Texas Education Code, §29.053, shall offer the
summer program. Programs under this subsection for students who will be
in bilingual education kindergarten and first grade programs shall be
bilingual education.
(B) To be eligible for enrollment, a student must be eligible for admission
to kindergarten or to the first grade at the beginning of the next school year
and must be limited English proficient.
(C) Limited English proficiency shall be determined by screening students
using informal oral language inventories or oral proficiency instruments
approved by the commissioner of education, or other appropriate
instruments.
(3) Operation of the program
(A) Enrollment in the program is optional with the parents of the student.
(B) The program shall be operated on a one-half day basis, a minimum of
three hours each day, for eight weeks or the equivalent of 120 hours of
instruction.
(C) The student/teacher ratio for the program district-wide shall not exceed
18 to one.
24
(D) A district is not required to provide transportation for the summer
program.
(E) Teachers shall possess certification or endorsement as required in the
Texas Education Code, §29.061, and §89.1245 of this title (relating to
Staffing and Staff Development).
(F) Reporting of student progress shall be determined by the board of
trustees. A summary of student progress shall be provided to parents at
the conclusion of the program. This summary shall be provided to the
student's teacher at the beginning of the next regular school term.
(G) A district may join with other districts in cooperative efforts to plan and
implement programs.
(H) The summer school program shall not substitute for any other
program required to be provided during the regular school term, including
those required in the Texas Education Code, §29.153.
(4) Funding and records for programs.
(A) A district shall use state and local funds for program purposes.
Districts may use federal funds, consistent with requirements for the
expenditure of federal funds, for the program.
• Available funds appropriated by the legislature for the support of
summer school programs provided under the Texas Education
Code, §29.060, shall be allocated to school districts in
accordance with this subsection.
• Funding for the summer school program shall be on a unit basis
in such an allocation system to ensure a pupil/teacher ratio of
not more than 18 to one. The numbers of students required to
earn units shall be established by the commissioner of
education. The allotment per unit shall be determined by the
commissioner based on funds available.
• Any district required to offer the program under paragraph (2)
(A) of this subsection that has less than ten students districtwide desiring to participate is not required to operate the
program. However, those districts must demonstrate that they
have aggressively attempted to encourage student participation.
• Payment to districts for summer school programs shall be based
on units employed. This information must be submitted in a
manner and according to a schedule established by the
commissioner of education in order for a district to be eligible for
funding.
(B) A district shall maintain records of eligibility, attendance, and progress
of students.
25
HARDIN-JEFFERSON INDEPENDENT SCHOOL DISTRICT
Parent Survey
ESL Program K-1 Summer Program
Is your child entering Kindergarten or First Grade in the fall?
Your child may be eligible to attend the Bilingual/ESL K-1
Summer Program.
Please complete the following information so that we can send you
information about the summer program:
Name of Child________________________ Birth date___________
Parent / Guardian _________________________________________
Address______________________________Telephone__________
Home School ___________________________________________
Please return this form to Mrs. Gatica at China or Sour Lake Elementary
26
Encuesta para Padres de Familia
Programa Bilingüe/Inglés Como Segundo Idioma (ESL) K-1
Programa de Verano K-1
(Fechas del Programa)
(Escuela)
¿Tiene usted un hijo(a) que va a entrar a kindergarten o primer
grado? El/ella puede calificar en el programa bilingüe / ESL de
verano.
Por favor complete los siguientes datos para enviarle información
sobre el programa bilingüe / ESL de verano:
Nombre de su
hijo/a________________________________________________
Fecha de
nacimiento____________________________________________
Padre/madre/representante legal__________________________
Dirección__________________________Teléfono____________
Escuela _____________________________________________
Por favor devuelva este formulario al director de la escuela de su
hijo(a) o llame al departamento bilingüe/ESL
al____________________________________
(Muestra para el distrito)
27
HARDIN-JEFFERSON INDEPENDENT SCHOOL DISTRICT
ESL Program Summer School
Dear Parent/Guardian:
Hardin-Jefferson ISD will be offering a summer program for children of
limited English proficiency who will be enrolled in Kindergarten or First Grade
in the fall. This program will help your child to continue in his/her
development of social skills, literacy, and his/her use of language needed for
success in school. The program will take place from (dates) __________to
_________. Classes will be from (time) ______to_______.
Please fill out the following information needed to place your child on the list
of children planning to attend:
Name of child________________________Birthdate___________________
Parent/Guardian’s name_________________________________________
Address______________________________Telephone________________
Please send this information to _______________. If your child was not
enrolled in the district during the regular school year, please bring the
following documents on the first day of the summer program: (list documents
needed for enrollment.)
If you have any questions, please call _______________at _____________.
28
Hardin-Jefferson ISD/Escuela Subvencionada (Charter) ESCUELA DE
VERANO DEL PROGRAMA BILINGUE / INGLES COMO SEGUNDO IDIOMA
(ESL) Fechas del Programa)
Estimado Padre/Madre/Representante Legal:
El distrito (escuela) estará ofreciendo un programa de verano para niños que
no han dominado el idioma inglés y que van a entrar a Kindergarten o
Primer Grado en el otoño. Este programa le ayudará a su hijo/a a que
continúe su desarrollo en destrezas sociales, el alfabeto, y su uso de
lenguaje para tener éxito en la escuela. El programa tendrá lugar desde
(fechas) _____________a____________. Las clases serán de (horas)
_____________a ______________
Por favor complete la siguiente información que se necesita para poner a su
hijo/a en la lista de estudiantes que piensan asistir:
Nombre del Niño/a___________________Fecha de nacimiento__________
Nombre de Padre/Madre/Representante legal________________________
Dirección o Domicilio___________________Teléfono__________________
Por favor mande esta información a ______________. Si su niño/a no fue
matriculado en el distrito durante el año escolar, traiga los siguientes
documentos el primer día del programa de verano: (lista de documentos)
Si tiene alguna pregunta, por favor llame a__________________, (teléfono)
____________.
29
Form 1
Enrollment Date: _______
HARDIN-JEFFERSON
INDEPENDENT SCHOOL DISTRICT
ESL Program
LPAC Date: ___________
Home Language Date: ____________
Parent Permission Date :___________
INITIAL REVIEW
Placement Date ________
Parent Denial Date:_______________
Student Name________________________________ Student ID__________________
DOB: _____________ Age:______ Grade: _____ Campus_____________________
INITIAL ASSESSMENT SCORES:
Oral Language Proficiency Test: ______________________________________________
English Score:___________ Date_______*Primary language Score:________ Date______
Norm- Referenced Standardized Achievement Test (grades 2 - 12): _______ Date: _____
Reading: ______% ile Language Arts ______% ile
Other academic information:
LPAC RECOMMENDATIONS
IMMIGRANT STUDENT HISTORY
ENGLISH LANGUAGE CLASSIFICATION:
(Check the appropriate box)
COMPLETE (if applicable):
Student History Worksheet (attach)
Evidence of Inadequate Foundation (attach)
LEP
Non LEP
Instructional Interventions (attach)
Insufficient Progress (attach)
LEVEL OF ENGLISH LANGUAGE
Reminder: An LPAC meeting must be held in the
PROFICIENCY BASED ON TEST(S)
semester of the TAKS testing to make
ADMINISTERED:
assessment decisions. Use forms found in the
____________________________________ LPAC Decision Making Process for the Texas
LANGUAGE PROGRAM PLACEMENT:
Assessment Program (Grades 3-12).
Elementary Bilingual Education Program COMMENTS:
Elementary English as a Second
________________________________________
Language Program
LPAC SIGNATURES: (all members must be LPAC trained)
Secondary English as a Second
________________________________________
Language Program
*Parent Representative
Dual Language Program
All English Program
________________________________________
*English as a Second Language Teacher
PARENT NOTIFICATION FOR LEP
PLACEMENT:
________________________________________
Program Description and Benefits to
Transitional / General Education Teacher of LEP
Student
Student
Level of Language and Academic
________________________________________
Proficiency
Campus Administrator
* Indicates required ESL Program LPAC Membership
Other, specify _________________
COMMENTS:
30
Form 2
Page 1 of 2
HARDIN-JEFFERSON INDEPENDENT SCHOOL DISTRICT
Initial Parent Approval-Identification and Placement
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___________________
Reading Score _________________________ Language Arts Score ____________________________
Spanish Norm-referenced Standardized Achievement Test** (Grades 2-12) Name___________________
Reading Score ___________________________ Language Arts Score __________________________
**required for placement in the Bilingual and the ESL programs
Tests taken for placement or for exit are from the state approved list of tests found on the TEA Bilingual
unit website: http://www.tea.state.tx.us/curriculum/biling/ListApprovedTests.pdf
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)
Listening______Speaking_______Reading________Writing________Composite __________
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
§89.1205):
______________English as a Second Language (ESL)
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.
31
Form 2
Page 2 of 2
Parent Approval continued
Hardin-Jefferson ISD expects all students, including students participating in the English
as a second language (ESL) program, to achieve success in meeting the academic
standards set by the state. The district’s curriculum is the Texas Essential Knowledge
and Skills (TEKS).
Teachers in the ESL programs are trained on how to plan instruction for children whose
first language is not English. Curriculum and instruction in the 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. Instruction may include the use of the child’s
primary language. In the case of a child with a disability, the ARD Committee in
conjunction with the LPAC shall determine appropriate instruction by following the
student’s Individual Educational Plan (IEP). Your son/daughter is expected to graduate
___________________________.
The transition from the ESL program into the regular program is expected to occur
within __________ years. Students can exit the program when they meet the following
exit criteria set by the state for Bilingual and ESL program students:
1)
TEA-approved tests that measure the extent to which the student has
developed oral and written language proficiency and specific language
skills in English;
2)
Satisfactory performance on the reading assessment instrument under the
Texas Education Code, §39.023(a), or an English language arts
assessment instrument administered in English, or a score at or above the
40th percentile on both the English reading and the English language arts
sections of a TEA-approved norm-referenced assessment instrument for a
student who is enrolled in Grade 1 or 2; and
3)
TEA-approved criterion-referenced written tests when available, other TEAapproved tests when written criterion-referenced test is not available, and
the results of a subjective teacher evaluation [TEC 29.056(g)].
Please indicate your approval for your child’s participation in HJISD ESL program by
entering your signature in the appropriate space.
_____YES _____________________________________________
Parent Signature
Signature of parent/guardian
______________________
Date
Date
Note: Please return this notice to Mrs. Dolores Gatica.
If you have any questions, please contact Dolores Gatica at 981-6410 Ext. 3514.
32
Form 2
Page 1 of 2
Distrito Escolar Independiente /Escuela Subvencionada (Charter) de Hardin-Jefferson I.S.D.
Informe para padres sobre el progreso del estudiante
Programa Bilingüe / Inglés como segundo idioma, 19 TAC Capítulo 89, Subcapítulo BB, §1220(j) (k);
PL 107-110 §3302(a) Título III, Parte C, Sec. 3302 (a)(c)(d)
Escuela____________________________________________Fecha_________________Para los
padres/representantes legales de ____________________________________
Las leyes federales y estatales requieren programas educacionales para los estudiantes que no
han dominado el uso del inglés. Hemos revisado los resultados de las pruebas del dominio oral
y de aprovechamiento académicos de su hijo/a para tomar la mejor decisión sobre la educación
futura de su hijo/a.
Prueba oral de dominio del idioma en inglés ** (OLPT, PK-12) Nombre:
______________________
Fecha de administración: ____________Resultados:____________Nivel de dominio del idioma: _______
Prueba del dominio del idioma en español (OLPT)* Nombre: ___________________________________
Fecha de administración: __________Resultados:_____________Nivel de dominio del idioma: ________
Prueba de medición estandarizada** (Grados 2-12) Nombre: _____________________________
Resultados:
_______________________________________________________________
*requerido para participar en el programa bilingüe **requerido para colocación en los programas bilingües e inglés
como segundo idioma. Las pruebas que se toman para participar o salir de estos programas están en la lista de
pruebas aprobadas por el estado y se encuentran en el sitio de Internet de TEA del programa bilingüe.
http://www.tea.state.tx.us/curriculum/billing/LEPTests0809.pdf
Pruebas de lenguaje/académicas adicionales que se revisaron (opcional):
Nombre de la prueba: _________________ Fecha: _____Resultados Lectura:
________
Nombre de la prueba: _________________ Fecha: _____Resultados Escritura:
_______
Protocolo de observaciones (TELPAS) Encierre con un círculo el nivel obtenido:
P - Principiante I –Intermedio A –Avanzado AS – Avanzado Superior
Habilidad para: escuchar: P I A AS
leer: P I A AS (K-12 TELPAS)
hablar: P I A AS
escribir: P I A AS
TAKS (Grados 3-12)
Idioma de la prueba: Inglés: ______Fecha: _________ Español: ____Fecha:
________
¿Logró el estudiante el estándar estatal? SI (o) NO
Resultados: Lectura____Escritura____Matemáticas____Estudios
Sociales____Ciencia____
Artes del lenguaje en inglés (ELA) _________________
Comentarios adicionales sobre el progreso del idioma o del progreso académico del
estudiante:
________________________________________________________________________
33
Form 2
Página 2 de 2
Para los estudiantes que no han logrado el nivel Avanzado Superior en el dominio del inglés, la transición
del primer idioma al inglés se llevará acabo dentro de _______años. Los estudiantes pueden salir del
programa cuando hayan cumplido con los requisitos siguientes de salida establecidos por el estado para
los estudiantes en los programas bilingües y de inglés como segundo idioma (ESL):
1. Exámenes aprobados por la Agencia de Educación de Tejas (TEA) que miden el punto que el
estudiante ha desarrollado dominio del idioma oral y escrito y habilidades de lenguaje específicas en
inglés;
2. Desempeño satisfactorio en el instrumento de la evaluación de la lectura bajo la Sección 39.023(a)
del Código de Educación de Tejas, o un instrumento de evaluación de artes de lenguaje
administrado en inglés, o una puntuación de percentil 40 o superior en las ambas secciones de
lectura en inglés y de artes del lenguaje en inglés de un instrumento de evaluación de medición
aprobada por la Agencia de Educación de Tejas (TEA) si el estudiante esta matriculado en el primer
o segundo grado; y
3. Exámenes de escritura de medición de criterios aprobados por la Agencia de Educación de Tejas
(TEA) cuando sean disponibles, otros exámenes aprobados por la Agencia de Educación de Tejas
(TEA) cuando exámenes de escritura de medición de criterios no sean disponibles, y los resultados
de la evaluación subjetiva del maestro [TEC 29.056(g)].
Por esta razón, se recomienda que su hijo/a:
□Continúe en el programa bilingüe
□Continúe en el programa de inglés como segundo idioma
□Se necesita firma para volver a participar en el programa bilingüe
□Se necesita firma para volver a participar en el programa de inglés como segundo idioma
□Se necesita firma para que no participe en el programa bilingüe - El criterio de salida del programa se ha
cumplido.
□Se necesita firma para que no participe en el programa de inglés como segundo idioma – El criterio de
salida del programa se ha cumplido.
□Supervise al estudiante por un año adicional - el estudiante ya no participa en el programa
□ Supervise al estudiante por segundo año adicional – después de salir del programa para que tenga éxito
en la escuela
□ Programa de instrucción rechazado por el padre/madre/representante legal; continúe
supervisando
el progreso académico del estudiante
□ Provea apoyo intensivo en instrucción [TEC 29.0561(c)]
http://ritter.tea.state.tx.us/curriculum/biling/elps.htm
Si tiene algunas preguntas sobre esta decisión, llame a_________a nuestra oficina al _______________.
Nombre
Teléfono
34
Form 3
HARDIN-JEFFERSON INDEPENDENT SCHOOL DISTRICT
ESL ACCOMMODATIONS DETERMINED BY THE LPAC COMMITTEE
Student’s Name __________________________________ Date _______________ Grade ____________
A check below indicates the teaching accommodations that have been recommended for this ESL student. Additionally, teachers are
encouraged to use the following teaching methods for all ESL students: simplify your language, emphasize key concepts, allow extra
time, check for understanding, and utilize materials, assessments, and a grading system that considers student’s language proficiency.
Social
English Math Studies Science Reading PE
Elective
PACING
Allow extra time for copying written assignments
Shorten/lengthen time required for each task
Give work in smaller amounts
Reduce length of assignment/exams
Allow more time for completion of assignments/exams
METHODS
Seat student close to you so you can assist and monitor
Pre-teach vocabulary allowing native language support
(bilingual glossary or dictionary)
Ask questions requiring short answers
Let student do written assignment on the computer
Provide study sheets
Reduce reading level of the regular assignment (reword,
paraphrase, simplify, etc.)
Let the student type, record, or give answers orally
Use a peer tutor to assist in completing assignments
Teacher aide, older student, or volunteer to assist student
Provide repeated review and drill
Content Mastery
MATERIALS
Use manipulatives/pictures/demonstrations to provide additional
cues
Use charts, slides, films, maps, handouts, diagrams, slides, and
timelines for clarification.
Use taped textbooks, when possible
Highlight textbooks, materials, and tests
Use native language textbooks/resources as support material,
when possible
GRADING/TESTING
Avoid penalizing for spelling errors
Avoid true/false questions
Provide a word bank, limit multiple choice answers
Allow project credit as a substitute for research papers
Grade based on individual achievement by teacher
Note: If you have any specific concerns about these accommodations or anything concerning the LEP student, please notify the ESL teacher
on your campus.
35
Form 4
HARDIN-JEFFERSON I.S.D.
Enrollment Date: _________
ESL Program
LPAC Date: ____________
Exit Date: _____________
HLS Date:______________________
Parent Denials
Academic Year: _________
Parent Permission Date: __________
Denial Date: ____________________
Student Name: _______________________
Student ID: ________________________________
DOB: ________
Campus: _________________________________
Grade: ________
ANNUAL REVIEW / EXIT CRITERIA
Oral Language Proficiency
English Test: ________Date__________
ANNUAL REVIEW / EXIT CRITERIA
Norm- Referenced Standardized Achievement Test
For Grades 1&2 ONLY*
Test: ________________________ Date: ________
Reading ________%ile Language Arts: _________%ile
English Test Results:_________________
Spanish Test: ____________Date: ______
Spanish Test Results:______________
Consider overall student performance and
participation in special programs when making
exit decisions: GT
Migrant Title I
Special Ed. At Risk Dyslexia §504
OEYP
CTE
Grades 3-12 TAKS**
Date: ______ Indicate Meets/Does Not Meet Standards and Scale Score (SS)
Reading: Meets Standards Does Not Meet Standards SS: ____
ELA:
Meets Standards SS: __________
Does Not Meet Standards
Alternative Writing: ____________________
*State Approved
**Use alternative writing assessment for TAKS grade level where writing is not tested.
LPAC RECOMMENDATIONS
English Language Classification:
LEP
Reclassified Non-LEP
Program Placement:
Continue in program
Exit Program
Level of English Language Proficiency based on TELPAS:
Reading
Beg
Int.
Adv.
Adv. High
Writing
Beg
Int.
Adv.
Adv. High
Listening
Beg
Int.
Adv.
Adv. High
Speaking
Beg
Int.
Adv.
Adv. High
Assessment Information:
TPRI
TELPAS Reading
Tejas Lee
TELPAS
Composite Score
Comments:
Complete and attach School History Form
(immigrant students only)
LEVEL OF ACADEMIC ACHIEVEMENT
Subject
English / Language Arts
Math
Science
Social Studies
Other content areas
End of Year Grade
LPAC SIGNATURES:(all members must be LPAC trained)
____________________________________
*LPAC Parent Representative
_________________________________________________
*English as a Second Language Teachers
_________________________________________________
Transitional / General Education Teacher of LEP Student
________________________________________________
Campus Administrator
_________________________________________________
Attach other data as needed
36
Form 5
Parents Denying Services
HARDIN-JEFFERSON INDEPENDENT SCHOOL DISTRICT
English as a Second Language (ESL) Education Program Benefits
Student Name: _____________________________
Dear Parent or Guardian:
There are benefits that will be gained by your son/daughter when he/she participates
in English as a Second Language (ESL) education program. 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.
A teacher in the English as a Second Language (ESL) education program is trained
on how to teach the English language using special materials, teaching materials,
and is sensitive to the individual needs of a student who is learning English. The
teacher in an ESL program collaborates with other teachers who may also have your
son/daughter in class. This is necessary so that your son/daughter will meet all of the
required state standards expected of all students. If a student is also enrolled in a
special education program, the teachers collaborate so that instruction is provided
according to the student’s Individual Education Plan (IEP). ARD Committee in
conjunction with LPAC will determine appropriate instruction.
However, if you do not want your son/daughter to participate in the English as a
Second Language (ESL) education program, please contact me or your
son/daughter’s teacher to discuss other options for the development of English
language proficiency.
Sign below only if you have read the information above and do not want your
son/daughter in the English as a Second Language (ESL) program.
Thank you,
Dolores Gatica, ESL Coordinator
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 Signature
Relationship to Student
Date
37
HARDIN-JEFFERSON INDEPENDENT SCHOOL DISTRICT
Form 5
Para padres que
rechazan los servicios
Beneficios del programa de educación de inglés como segunda lengua (ESL)
Nombre del estudiante: _______________________
Estimado padre o tutor:
Su hijo/hija puede obtener provecho de ciertos beneficios cuando participe en un
programa de educación de inglés como una segunda lengua (ESL). Porque su
niño/niña escucha otro idioma diferente al inglés en el hogar y porque habla un idioma
diferente al ingles con otros niños, el/ella se beneficiaría con una instrucción intensiva
en inglés. El maestro de un programa de educación de inglés como segunda lengua
(ESL), está entrenado para enseñar el idioma inglés usando materiales especiales de
enseñanza, y además está consciente de las necesidades individuales de un
estudiante que está aprendiendo inglés.
El programa de educación bilingüe ofrece instrucción en español a través de maestros
que también hablen español para asegurarse de que su niño/niña entienda lo que el
maestro dice; por lo cual el estudiante llega a alcanzar su mayor potencial en el
estudio. El maestro de un programa de ESL colabora con otros maestros que tengan su
hijo/hija en su clase. Esto es necesario para que su hijo/hija cumpla con todos los
estándares y requisitos educacionales del estado que se esperan de todos los
estudiantes. Si un estudiante también está inscrito en un programa de educación
especial, los maestros colaboran para proveer una instrucción de acuerdo al plan
individual de educación (IEP) del estudiante. El comité de ARD trabajará en conjunto
con el comité del LPAC para determinar la instrucción apropiada.
Si acaso no desea que su niño/niña participe en el programa de educación de inglés
como una segunda lengua (ESL), por favor póngase en contacto conmigo o con el
maestro/maestra de su hijo/hija para hablar sobre otras opciones que ayuden a su
niño/niña a desarrollar proficiencia en el idioma inglés.
Firme abajo solo si leyó la información de arriba y si no desea que su niño/niña esté en
un programa de inglés como una segunda lengua (ESL).
Gracias,
Director/a de la escuela
□ No deseo que mi hijo/hija participe en el programa de ESL. Me gustaría hablar sobre
otras opciones que cubran las necesidades académicas y de lenguaje de mi hijo/hija.
_________________
Parent ‘s Signature
____________________________
Relationship to student
38
__________
Date
Form 6
Page 1 of 2
HARDIN-JEFFERSON INDEPENDENT SCHOOL DISTRICT
LPAC Meeting Minutes Form
Student: ____________________________________ ID Number __________________
Campus: __________________________________
Date:
Grade: _____________________
______________________
LPAC Members Present
ESL Coordinator / Teacher
___________________________________________
Transitional Language Teacher ___________________________________________
LPAC Parent Representative
____________________________________________
Campus Administrator
____________________________________________
ARD Committee (if needed)*
____________________________________________
Other, specify: _________________________________________________________
Years Grade
In U.S.
Schools
Home
Language
Oral
Language
Proficiency
Test Score
(OLPT)
Norm
Referenced
Standardized
Achievement
Test Score(s)
Program
Placement
TELPAS
Composite
Score
The student’s permanent record or other record that transfers with the student shall
contain, documentation of all actions impacting the limited English proficient student.
*ARD Committee must work in conjunction with the LPAC.
39
TAKS
Form 6
Page 2 of 2
HARDIN-JEFFERSON INDEPENDENT SCHOOL DISTRICT
LPAC Meeting Minutes Form
Campus: __________________________________
Date: _____________________
This LPAC meeting will review and address: (check all that apply)
Program Placements
Instructional Levels
Instructional Interventions
Participation in state assessments
Reclassification of Students
2 Year Follow-up
Parental Denials
Special Education Students
Other, please specify: ________________________________________
Summary of LPAC decisions or actions taken:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Circle grade levels reviewed: PK K 1 2 3 4 5 6 7 8 9 10 11 12
The student’s permanent record or other record that transfers with the student shall
contain all actions impacting the limited English proficient student.
______________________________________
Signature of person completing minutes
______________________________________
Position
40
Form 7
HARDIN-JEFFERSON I.S.D.
Enrollment Date: _________
LPAC Date: ____________
Exit Date: _____________
HLS Date:______________________
ESL Program
End of Year Review
Academic Year: _________
Parent Permission Date: __________
Denial Date: ____________________
Student Name: _______________________
Student ID: ________________________________
DOB: ________
Campus: _________________________________
Grade: ________
ANNUAL REVIEW / EXIT CRITERIA
Oral Language Proficiency
English Test: ________Date__________
ANNUAL REVIEW / EXIT CRITERIA
Norm- Referenced Standardized Achievement Test
For Grades 1&2 ONLY*
Test: ________________________ Date: ________
Reading ________%ile Language Arts: _________%ile
English Test Results:_________________
Spanish Test: ____________Date: ______
Spanish Test Results:______________
Consider overall student performance and
participation in special programs when making
exit decisions: GT
Migrant Title I
Special Ed. At Risk Dyslexia §504
OEYP
CTE
Grades 3-12 TAKS**
Date: ______ Indicate Meets/Does Not Meet Standards and Scale Score (SS)
Reading: Meets Standards Does Not Meet Standards SS: ____
ELA:
Meets Standards SS: __________
Does Not Meet Standards
Alternative Writing: ____________________
*State Approved
**Use alternative writing assessment for TAKS grade level where writing is not tested.
LPAC RECOMMENDATIONS
English Language Classification:
LEP
Reclassified Non-LEP
Program Placement:
Continue in program
Exit Program
Level of English Language Proficiency based on TELPAS:
Reading
Beg
Int.
Adv.
Adv. High
Writing
Beg
Int.
Adv.
Adv. High
Listening
Beg
Int.
Adv.
Adv. High
Speaking
Beg
Int.
Adv.
Adv. High
Assessment Information:
LEVEL OF ACADEMIC ACHIEVEMENT
Subject
English / Language Arts
Math
Science
Social Studies
Other content areas
End of Year Grade
LPAC SIGNATURES:(all members must be LPAC trained)
____________________________________
*LPAC Parent Representative
_________________________________________________
*English as a Second Language Teachers
_________________________________________________
Transitional / General Education Teacher of LEP Student
________________________________________________
Campus Administrator
_________________________________________________
41
Form 8
HARDIN-JEFFERSON INDEPENDENT SCHOOL DISTRICT
MONITORING OF EXITED / RECLASSIFIED STUDENTS
ESL Program
To Be Used in Conjunction with Annual End of Year Review Form
FOUNDATION
SUBJECTS
___Grading
Period
___Grading
Period
___Grading ___Grading
Period
Period
___Grading
Period
___Grading
Period
Semester
Avg.
The LPAC has reviewed any disciplinary actions taken against the student under TEC 37.
Yes
Grading Period of Monitor:
1st 9 weeks
2nd 9 weeks
3rd 9 weeks
4th 9 weeks
LPAC Recommendations:
No
LPAC Signatures: (All members must be LPAC
trained)
_______________________________________________
*LPAC Parent Representative
_______________________________________________
*English as a Second Language Teacher
Re-enrollment/Re-entry
(occurs when LPAC
determines that student’s lack
of success is due to cognitive
academic language)
_______________________________________________
Transitional / General Education Teacher of LEP Student
Continue in regular all English
program with additional
interventions (cognitive, linguistic,
affective):
_______________________________________________
Other
_______________________________________________
Campus Administrator
*Indicated required ESL Program LPAC Membership
42
Form 9
Page 1 of 2
Hardin-Jefferson Independent School District
Parental Report on Student Progress (Page 1 of 2)
Campus Name ______________________________Date_______________________
To the Parents/Guardians of _____________________________________________
State and federal law requires that we inform you of the progress of your son/daughter in the
Bilingual or ESL program. We have reviewed the following language and academic data to
determine the best future placement for your son/daughter.
English Oral Language Proficiency Test **(OLPT, PK-12)**
Name:___________________________________
Date Administered: ____________Results:_______________ Proficiency: ________________________
Norm-referenced Standardized Achievement Test** (Grades 2-12) Name:
Results:
____________________
________________________________________________________________
**required for placement in the Bilingual and the ESL programs
Tests taken for placement and exit are from the state approved list of tests found on the TEA Bilingual unit website.
Other language/academic tests(s) reviewed (optional):
Name of Test: ___________________ Date: _____Results Reading: ______________
Name of Test: ____________________ Date: _____ Results Writing: ______________
Texas English Language Proficiency Assessment System (TELPAS) Please circle
levels attained or attach Confidential Student Report:
B –Beginning I –Intermediate A –Advanced AH –Advanced High
Listening B I A AH
Reading B I
Speaking B I A AH
Writing B I A AH
A AH (K-12 TELPAS)
TAKS (Grades 3-12):
Language of Test: English: ______Date: ___________ Spanish: ____ Date:
______________
Did student meet the state standard? YES (or) NO
Results: Reading_____ Writing_____ Mathematics_____ Social Studies_____
Science_____
English Language Arts (ELA) _________________
Additional comments on student’s language acquisition/ academic progress:
__________________________________________________________________________________
43
Form 9
Page 2 of 2
Students can exit the program when they are able to meet the following exit criteria set
by the state for bilingual and ESL program students:
1.
2.
3.
TEA-approved tests that measure the extent to which the student has
developed oral and written language proficiency and specific language
skills in English;
Satisfactory performance on the reading assessment instrument under the
Texas Education Code, §39.023(a), or an English language arts
assessment instrument administered in English, or a score at or above the
40th percentile on both the English reading and the English language arts
sections of a TEA-approved norm-referenced assessment instrument for a
student who is enrolled in Grade 1 or 2; and
TEA-approved criterion-referenced written tests when available, other TEAapproved tests when written criterion-referenced test is not available, and
the results of a subjective teacher evaluation [TEC 29.056(g)].
4.
It is recommended that your son/daughter:
□Continue in the English as a Second Language (ESL) Program
□Signature required to re-enter into the ESL Program
□Signature required to exit the ESL Program – Exit criteria have been met.
□Be monitored for the first year – exited student (F)
□Be monitored for second year after exiting to ensure success in school (S)
□Continue monitoring progress of student due to parent denial.
□ Be provided intensive instructional support
If you have any questions regarding this placement decision, please contact
Dolores Gatica, ESL Coordinator at 981-6410, Ext. 3514.
44
Form 9
Página 1 de 2
Distrito Escolar Independiente /Escuela Subvencionada de Hardin-Jefferson ISD
Informe para padres sobre el progreso del estudiante
Programa Bilingüe / Inglés como segundo idioma, 19 TAC Capítulo 89, Subcapítulo BB, §89.1260, y
PL 107-110 §3302, Título III, Parte C, Sec. 3302 (a) (c) (d)
Escuela____________________________________________Fecha______________________
Para los padres/representantes legales de ________________________________________
Las leyes federales y estatales requieren programas educacionales para los estudiantes que no han dominado el
uso del inglés. Hemos revisado los resultados de las pruebas del dominio oral y de aprovechamiento académicos
de su hijo/a para tomar la mejor decisión sobre la educación futura de su hijo/a.
Prueba oral de dominio del idioma en inglés ** (OLPT, PK-12) Nombre: _____________________________
Fecha de administración: ____________Resultados:__________________Nivel de dominio del idioma: ___________
Prueba del dominio del idioma en español (OLPT)* Nombre: _____________________________________________
Fecha de administración: ____________Resultados:__________________Nivel de dominio del idioma: ___________
Prueba de medición estandarizada** (Grados 2-12) Nombre: __________________________________
Resultados: ________________________________________________________________
*requerido para participar en el programa bilingüe
**requerido para colocación en los programas bilingües e inglés como segundo idioma.
Las pruebas que se toman para participar o salir de estos programas están en la lista de pruebas aprobadas por el estado y se encuentran
en el sitio de Internet de TEA del programa bilingüe.
Pruebas de lenguaje/académicas adicionales que se revisaron (opcional):
Nombre de la prueba: ___________________ Fecha: _____Resultados Lectura: ______________
Nombre de la prueba: ___________________ Fecha: _____Resultados Escritura: ____________
Protocolo de observaciones (TELPAS) Encierre con un círculo el nivel obtenido:
P - Principiante I –Intermedio A –Avanzado AS – Avanzado Superior
Habilidad para: escuchar: P I A AS
leer: P I A AS (K-12 TELPAS)
hablar: P I A AS escribir: P I A AS
TAKS (Grados 3-12)
Idioma de la prueba: Inglés: ______Fecha: ___________ Español: ____Fecha: ___________
¿Logró el estudiante el estándar estatal? SI (o) NO
Resultados: Lectura_____Escritura_____Matemáticas_____Estudios Sociales_____Ciencia____
Artes del lenguaje en inglés (ELA) _________________
Comentarios adicionales sobre el progreso del idioma o del progreso académico del estudiante:
45
Form 9
Página 2 de 2
Para los estudiantes que no han logrado el nivel Avanzado Superior en el dominio del
inglés, la transición del
primer idioma al inglés se llevará acabo dentro de
_______años. Los estudiantes pueden salir del programa cuando hayan cumplido con
los requisitos siguientes de salida establecidos por el estado para los estudiantes en los
programas bilingües y de inglés como segundo idioma (ESL):
1. Exámenes aprobados por la Agencia de Educación de Texas (TEA) que miden el
punto que el estudiante ha desarrollado dominio del idioma oral y escrito y
habilidades de lenguaje específicas en inglés;
2. Desempeño satisfactorio en el instrumento de la evaluación de la lectura bajo la
Sección 39.023(a) del Código de Educación de Texas, o un instrumento de
evaluación de artes de lenguaje administrado en inglés, o una puntuación de
percentil 40 o superior en las ambas secciones de lectura en inglés y de artes del
lenguaje en inglés de un instrumento de evaluación de medición aprobada por la
Agencia de Educación de Texas (TEA) si el estudiante esta matriculado en el
primer o segundo grado; y
3. Exámenes de escritura de medición de criterios aprobados por la Agencia de
Educación de Texas (TEA) cuando sean disponibles, otros exámenes aprobados
por la Agencia de Educación de Texas (TEA) cuando exámenes de escritura de
medición de criterios no sean disponibles, y los resultados de la evaluación
subjetiva del maestro [TEC 29.056(g)].
Por esta razón, se recomienda que su hijo/a:
Continúe en el programa de inglés como segundo idioma
Se necesita firma para volver a participar en el programa de inglés como segundo
idioma
Se necesita firma para que no participar en el programa de inglés como segundo
idioma – El criterio de salida del programa se ha cumplido.
Supervise al estudiante por un año adicional - el estudiante ya no participa en el
programa
Supervise al estudiante por segundo año adicional – después de salir del programa
para que tenga éxito en la escuela
Programa de instrucción rechazado por el padre/madre/representante legal;
continúe supervisando el progreso académico del estudiante
Provea apoyo intensivo en instrucción
Si tiene algunas preguntas sobre esta decisión, llame a Dolores Gatica, ESL
Coordinator at 981-6410, Ext. 3514.
46
Form 10
HARDIN-JEFFERSON INDEPENDENT SCHOOL DISTRICT
ESL TWO YEAR FOLLOW-UP FOR EXITED STUDENTS
Student’s Name _________________________ Campus _________________________
Program Exit Date __________ Review Date ___________ Year One ____ Year Two _____
□ Male □ Female
Date of Birth ______________ ID# _______________ Grade _____
Current Program Placement
□ Regular Ed.
□ Remedial Ed.
□ Special Ed.
□ Other _______________
Classroom Performance
□ Satisfactory □ Unsatisfactory
Six Weeks
1 2 3 4 5 6
Current Grade __________________
Comments: ___________________________________________________________________________
___________________________________________________________________________
Standardized Test Data
TAKS Scores: Reading ______ Math ______ Writing ______ Science ______ S. S. ______
Recommendations
□ Regular Ed.
□ Remedial Ed.
□ Special Ed.
□ Other ___________________
Reason for recommendation:
___________________________________________________________________________
___________________________________________________________________________
Campus LPAC Members Signatures
_____________________________________
___________________________________
_____________________________________
___________________________________
_____________________________________
___________________________________
47
Form 11
HARDIN-JEFFESON INDEPENDENT SCHOOL DISTRICT
HOME LANGUAGE SURVEY
TO BE COMPLETED BY PARENT OR GUARDIAN (OR STUDENT IF GRADES 9-12):
The state of Texas requires that the following information be completed for each student
that enrolls for the first time in Texas public schools. This survey shall be kept in each
student’s permanent record folder.
NAME OF STUDENT____________________________ STUDENT ID#__________
ADDRESS_____________________________TELEPHONE #__________________
CAMPUS____________________________________________________________
1. What language is spoken in your home most of the time? ____________________
2. What language does your child (do you) speak most of the time?_______________
___________________________
Signature of Parent/Guardian
_____________________
Date
____________________________
Signature of Student if Grades 9-12
_____________________
Date
Cuestionario del idioma que se habla en el hogar
DEBE DE COMPLETARSE POR EL PADRE/MADRE/ O REPRESENTANTE LEGAL: (O POR
EL ESTUDIANTE SI ESTA EN LOS GRADOS 9-12): El estado de Texas requiere que la
siguiente información se complete para cada estudiante que se matricula por primera vez en una
escuela pública de Texas. Este cuestionario se archivará en el expediente del estudiante.
NOMBRE DEL
ESTUDIANTE_____________________________________#ID_________________
DIRECCIÓN____________________________________TELÉFONO____________ES
CUELA____________________________________________________________1.
¿Qué idioma se habla en su hogar la mayoría del tiempo?____________________
2. ¿Qué idioma habla su hijo/a (usted) la mayoría del tiempo? ___________________
______________________________________
Firma del Padre/Madre/ o Representante Legal
________
Fecha
______________________________________
Firma del estudiante si está en los grados 9 a12
________
Fecha
48
FLOW CHARTS
49
50
PROCESS FOR IDENTIFICATION AND PLACEMENT OF LEP STUDENTS IN 2 – 12TH GRADE
(To be completed within four weeks of enrollment)
Home Language Survey
To be completed at the time of registration
English
What language is spoken in your home most of
the time?
What language does you child (do you)
Speak most of the time?
Student placed in a
regular program
Other
Student must be administered an
 Oral Language Proficiency Test (OLPT) in English and, if
available, in the student’s home language, or
 English reading and English language arts sections from
the IPT-3 will be administered.
OLPT score indicates
Language Proficiency Assessment
Committee (LPAC)
Fluent English Speaker and
English reading and English
language arts scores are
above the 40%
Will meet and discuss student placement
according to the student’s score on the OLPT
and the scores on the English reading and
English language arts tests.
Student placed in a
regular program
OLPT score indicates Limited English Proficiency and English
reading or English language arts scores
are below the 40%
Student shall be identified as Limited English
Proficiency (LEP) and enrolled into the
appropriate ESL Program, pending parental
approval.
Parent denies program
Parent approves placement and Parental
Approval Form is obtained with 10
business days.
Student enrolled into the appropriate ESL
Program
51
Conference is held with
the parent to discuss the
benefits of the program.
HARDIN-JEFFERSON INDEPENDENT SCHOOL DISTRICT
LPAC PLACEMENT CHART
Hardin-Jefferson ISD LPAC will follow the more stringent Texas requirements and have
student identification and placement occur within the first 4 weeks (20 days) of student
enrollment.
Gathers and reviews all pertinent information on all students for whom the
Home Language Survey indicates a language other than English:
● Reviews results of state-approved Oral Language Proficiency Test in grades
Pre-K-12
● In grades 2-12 reviews student performance data that includes the
English reading and language arts results on a state-approved norm
referenced achievement test
● Reviews TAKS results for students in grades 3-12
● Reviews any other language or academic information that may assist
in making the appropriate placement, including parent interview
and/or classroom observation data
LPAC notifies parent
of recommendation of
placement in Bilingual
or ESL program and
requests parent
approval
Limited English
Proficient (LEP)
LPAC recommends
language classification
And
LPAC
Recommends
General education
Program
Non Limited
English Proficient
(Non-LEP)
52
HARDIN-JEFFERSON INDEPENDENT SCHOOL DISTRICT
LPAC ANNUAL REVIEW CHART
ESL / Parent Denials
Gathers andReviews all pertinent information on LEP students to review status of language
cla location and placement:
• Reviews results of state-approved Oral Language Proficiency Test in grades
Pre-K-12
• In grades 2-12 reviews student performance data that includes the English
reading and language arts results on a state-approved norm-referenced
achievement test
• Reviews TAKS results for students in grades 3-12
• Reviews any other language or academic information that may assist in
making the appropriate placement, including parent interview and/or
classroom observation data
LPAC
recommends
continuation
or re-entry
into the
Bilingual or
ESL
Limited English
Proficient (LEP)
LPAC recommends language
classification
And
LPAC finds student
meets exit criteria,
recommends general
education program and
monitoring for two
additional years
Non Limited
English
Proficient
(Non-LEP)
g
e
n
*TEA-approved norm-referenced standardized achievement tests must be reviewed if considering
e a
student enrolled in Grade 1 or 2 for exit. TEA-approved norm-referenced standardized achievement tests
r
may be used for students in Grades 2-12 to determine progress.
a
**Refer to English Proficiency Exit Criteria Chart
l
53
e
d
u
c
a
EXITED / RECLASSIFIED MONITORING CHART
ESL / Parent Denials
Monitored students will be evaluated regularly throughout the year and their academic
performance should be reviewed to avert retention and provide appropriate
interventions as need.
To determine if a student who has been
exited from an ESL program is
academically successful, the fallowing
criteria shall be used at the end of the
school year:
•
•
•
•
•
The total amount of time the
student was enrolled in a bilingual
or ESL program
The students grades each grading
period in each subject in the
foundation curriculum under
Section 28.002(a)(1)
The student’s performance on
each assessment instrument
administered under Section
39.023(a) or (c)
The number of credits the student
has earned toward high school
graduation, if applicable
Any disciplinary actions taken
against the student under
Subchapter A, chapter 37
YES
Students continues
in the general
education, all
English, instructional
program
T
h
e
NO
t
o
t
a
l
The student may be placed back
in the appropriate ESL program,
with parental approval
OR
The student may require
intensive instruction
a
m
o
u
n
t
o
f
54
t
i
m
e
PROCESS FOR PLACEMENT, EXIT, OR MONITORING OF
LEP STUDENTS AT THE END OF EACH SCHOOL YEAR
Language Proficiency Assessment Committee (LPAC)
Shall review all pertinent information on all identified LEP students and shall:
 Determine the language proficiency level of each LEP student
 Determine the level of academic achievement of each LEP student
 Designate placement for the following school year
 Classify students as English proficient, and recommend their exit from
the ESL program
 Monitor the academic progress of each student who has exited the
program
Placement for
next year
See Placement
Flow Chart
Exiting the
program
See Exit Flow
Chart
55
Two-Year
Monitoring
See Monitoring
Flow Chart
PLACEMENT FLOW CHART FOR
END OF THE YEAR
If student is in pre-kindergarten,
kindergarten or first grade
Placement is in an ESL
Program
If the student is in second – twelfth grade and has
developed oral and written language proficiency and
specific language skills in both the student’s
primary language and English, and one of the
following:
 Met the performance standards for
the criterion-referenced assessment
instrument for reading and writing
(when available) required in the
Texas Education Code (TEC),
§39.023, at grade level;
No
OR
 Scored at or above the 40% on both
the English reading and English
language arts sections of the Texas
Assessment of Knowledge and Skills
(TAKS)
Recommend that student
be exited from the
program, and monitored
for two years.
56
Placement is in an
ESL Program
EXIT FLOW CHART FOR
END OF THE YEAR
If the student is in prekindergarten, kindergarten,
or the first grade.
Student cannot be exited
from the ESL Program
If the student is in secondtwelfth grade
A student may be exited from the program:
 As long as the student meets the
exit criteria described in
§89.1225
 Is classified as English proficient
at the end of the school year in
which the student would be able
to participate equally in a
regular, all-English, instructional
program
These students must also be monitored for two
years.
Parents will be contacted and a meeting will be
held to exit a student from the program.
57