Bilingual/ESL - Princeton ISD

Bilingual and
English as a Second Language
Programs
Handbook
Revised August 2014
Princeton ISD BI/ESL Handbook
Page 1
Table of Contents
PISD BI/ESL Handbook
Position Statement ------------------------------------------------------------------------------------------------ 3
Definition ------------------------------------------------------------------------------------------------------------ 3
Goals ------------------------------------------------------------------------------------------------------------------ 3
Program Guidelines ----------------------------------------------------------------------------------------------- 4
Program Organization -------------------------------------------------------------------------------------------- 5
Bilingual Program ----------------------------------------------------------------------------------------------- 5
ESL Program ----------------------------------------------------------------------------------------------------- 5
Language Proficiency Assessment Committee (LPAC) ---------------------------------------------------- 6
BI/ESL LPAC Members ---------------------------------------------------------------------------------------- 6
Training of LPAC------------------------------------------------------------------------------------------------ 6
Duties of LPAC -------------------------------------------------------------------------------------------------- 6
Student Identification --------------------------------------------------------------------------------------------- 7
Home Language Survey ---------------------------------------------------------------------------------------- 7
Assessment ------------------------------------------------------------------------------------------------------- 7
Placement of Students --------------------------------------------------------------------------------------------- 8
Parent Authority/Notification ----------------------------------------------------------------------------------- 8
Appeals --------------------------------------------------------------------------------------------------------------- 8
Exit Criteria --------------------------------------------------------------------------------------------------------- 9
Monitoring of Exited Students ----------------------------------------------------------------------------------- 9
Reevaluation/Reenrollment ------------------------------------------------------------------------------------- 10
Extended Year Program ----------------------------------------------------------------------------------------- 10
Documentation----------------------------------------------------------------------------------------------------- 11
Staffing and Staff Development -------------------------------------------------------------------------------- 12
Parent and Community Involvement ------------------------------------------------------------------------- 12
Accountability ----------------------------------------------------------------------------------------------------- 12
Program Evaluation ---------------------------------------------------------------------------------------------- 13
Additional Information Contacts ------------------------------------------------------------------------------ 13
PISD BI/ESL Forms ----------------------------------------------------------------------------------------- 14
Bilingual/ESL Critical Events Timeline------------------------------------------------------------------- 15
LPAC Parent Membership Request Letter -------------------------------------------------------------- 16
LPAC Committee Members --------------------------------------------------------------------------------- 17
LPAC Confidentiality Statement --------------------------------------------------------------------------- 18
Certificate of Training for LPAC -------------------------------------------------------------------------- 19
Home Language Survey -------------------------------------------------------------------------------------- 20
Initial Placement LPAC Invitation ------------------------------------------------------------------------ 21
Parent Notification-Identification & Placement (English) -------------------------------------------- 22
Parent Notification-Identification & Placement (Spanish) -------------------------------------------- 24
LPAC Meeting Minutes Form ------------------------------------------------------------------------------ 26
Student History Worksheet --------------------------------------------------------------------------------- 27
Assessment Decision Record -------------------------------------------------------------------------------- 28
Exemptions ----------------------------------------------------------------------------------------------------- 29
Exit Level Postponement ------------------------------------------------------------------------------------- 30
Bilingual/ESL Accommodations Checklist --------------------------------------------------------------- 31
Bilingual/ESL Program Monitoring ----------------------------------------------------------------------- 32
Parental Report on Student Progress (English) --------------------------------------------------------- 33
Parental Report on Student Progress (Spanish)--------------------------------------------------------- 35
End of Year LPAC Invitation ------------------------------------------------------------------------------- 37
Bilingual/ESL Exit Permission Form ---------------------------------------------------------------------- 38
Special Education Exit Criteria Bilingual/ESL Services----------------------------------------------- 39
Parent Notification of Student Re-entry into Bilingual/ESL ------------------------------------------ 40
Parent Summer School Survey ----------------------------------------------------------------------------- 41
Bilingual/ESL Summer School Program ----------------------------------------------------------------- 42
Bilingual/ESL Teacher Staff Development Record ----------------------------------------------------- 43
Information Tracking Sheet --------------------------------------------------------------------------------- 44
Bilingual/ESL Annual Evaluation Report (4-pgs) ------------------------------------------------------ 45
YELLOW FOLDER CONTENTS
….
Initial Review; ….
Annual End of Year Review;
Princeton ISD BI/ESL Handbook
Monitoring of Exited Students
Page 2
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 §29.051).
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 §29.051 and Texas Administrative Code
§89.1201) 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 §29.052 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 PK5 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 §29.052 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
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
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
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
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 9-12. 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
PK-1
Grades
2-12
 The IDEA Proficiency Test (IPT) will be used to determine whether a student is
considered limited English Proficient (LEP).
 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 3-5 - Pre-IPT); (Grades K-6 - IPT-I); and (Grades 6-12 - 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
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 29.064. 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
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 89.1225. 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 40th 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 89.1225.
 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
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, §39.023 (STAAR), for the grade level as
applicable; and
 The student has passing grades in all subjects and courses taken TAC 89.1225.
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
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
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
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 1st 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. http://programs.esc20.net/default.aspx?name=lpac.framework
Texas Administrative Code §89 Subchapter BB
Texas Education Code §29.052
For further information on this or any program offered at Princeton ISD, please contact the
following personnel:
Jean Trout
Director of Special Programs
(469) 952-5400 Ext. 2007
Jackie Hendricks,
Assistant Superintendent
(469) 952-5400 Ext. 3503
Campus Principal or Counselor
(469) 952-5400
Princeton ISD BI/ESL Handbook
Page 13
PISD Forms
Bilingual and
English as a Second Language
Programs
Princeton ISD BI/ESL Handbook
Page 14
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,
& 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.

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.

AUGUST/SEPTEMBER




WITHIN 4 WEEKS OF
STUDENT
ENROLLMENT
(August -May)






SEPTEMBER/MAY


MARCH
Princeton ISD BI/ESL Handbook
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.

TELPAS grades K – 12

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 40th 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

APRIL/MAY
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.


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.
Page 15
LPAC Parent Membership Request Letter
Date: Fecha __________________________
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,
_______________________________
Solicitud de Padres Como Miembros del Comité de Evaluación del Dominio del Idioma (LPAC)
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 ____________________________.
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
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
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
Texas Education Agency Bilingual/ESL Unit
Princeton ISD BI/ESL Handbook
Page 18
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
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. 2005 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
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)
Princeton ISD BI/ESL Handbook
_____________________________________
(Date)
Page 21
Parental Notification –Identification and Placement
Bilingual / ESL Program, 19TAC Chapter 89, Subchapter BB § 1220(j) (k); PL §107-110 §3302 (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 §89.1205):
_________________ 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
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), §39.023, at grade level; or
B. Scoring at or above the 40th 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
□ I do want my son/daughter to participate in the ESL
bilingual program. (Grades PK-5 only)
program. (Grades 6-12 only)
□ I do not want my son/daughter to participate in the
□ 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.
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
Notificación para Padres – Identificación y participación en el programa bilingüe / ESL
19 TAC Capítulo 89, Subcapítulo BB § 1220(j) (k); PL §107-110 §3302 (a)
Escuela ________________________________
Fecha________________________
Para los padres/representantes legales de ____________________________________________
Grado _______________________
Las leyes federales y estatales requieren programas del lenguaje educacionales para los estudiantes que no han dominado el
inglés. Hemos revisado los resultados de las pruebas del dominio oral y de aprovechamiento académico de su hijo/a para hacer
decisiones sobre la mejor manera de darle instrucción en la escuela.
Prueba oral del dominio del idioma en inglés ** (OLPT, PK-12) Nombre: ___________________________________________
Fecha de administración: ____________Resultados:__________________Nivel de dominio del idioma: __________________
Prueba de medición estandarizada** (Grados 2-12) Nombre: _______________________________________________
Resultados: __________________________________________________________________________________
Pruebas del lenguaje académicas adicionales que se revisaron (opcional):
Nombre de la prueba de ingreso___________________________ Resultados: Lectura_______________
Nombre de la prueba de ingreso___________________________ Resultados: Escritura______________
Protocolo de observaciones (TELPAS) (agreguen el reporte confidencial del estudiante):
Principiante (P) ; Intermedio (I) ; Avanzado (A); (o) Avanzado Superior (AS)
Habilidad para: Escuchar ___________ Hablar ___________ Leer ____________ Escribir ___________
Basándonos en los resultados de estas pruebas, el nivel de dominio del idioma inglés que se ha determinado para su hijo/a es
____________________________________.
Por consiguiente, recomendamos que su hijo/a participe en el siguiente programa requerido por el distrito
(19TAC Subcapítulo BB §89.1205):
______________Bilingüe (PK-5)
______________ Inglés como segundo idioma (ESL) (6-12)
A continuación le damos una descripción del programa en el cual su hijo/a será inscrito. La descripción demuestra como el
programa se distingue en contenido, metas de aprendizaje, y el uso del inglés e instrucción en el primer idioma.
____________________________________________________________________________________
____________________________________________________________________________________
Nuestro distrito espera que todos los estudiantes, incluyendo a los estudiantes que participen en los programas de educación
bilingüe o inglés como segundo idioma, logren obtener con éxito los estándares fijados por el estado. El currículo estatal son los
conocimientos y destrezas esenciales de Texas (TEKS), es el mismo que se enseña en nuestro distrito. Se espera que todos los
estudiantes cumplan con los estándares del estado con éxito.
Princeton ISD BI/ESL Handbook
Page 24
Beneficios del Programa: Como su hijo/a escucha Español en casa y también habla en Español con sus alumnos, el o ello
pudiera beneficiar en tener instrucción bilingüe. A los maestros en los programas bilingües e inglés como segundo idioma se les
da entrenamiento sobre como desarrollar los planes de instrucción para los niños cuyo primer idioma no es el inglés. El
currículo y la instrucción en el programa bilingüe/ESL serán llevados a cabo usando materiales apropiados de acuerdo al nivel
de desarrollo del estudiante y por medio de metodología apropiada diseñada para acelerar el desarrollo de la comprensión,
comunicación, y las destrezas académicas en inglés. El programa de educación bilingüe le ofrece a su hijo/a instrucción en
Español departe de de una maestra que también habla Español para asegurar que el o ella entienda lo que esta diciendo la
maestra, y entonces el estudiante puede alcanzar su potencial. Una maestra en el Programa de Ingles Como Segundo Idioma
(ESL) es entrenada en como dar lectura en el idioma de Ingles usando materiales especiales, maneras de enseñar especiales, y
también es sensitiva a lo que necesita un estudiante cual esta aprendiendo Ingles. Esto es necesario para que su hijo/a aprenda
todo lo que es requerido por el estado. Esto puede incluir el uso del primer idioma del niño/a. En el caso de un estudiante con
alguna discapacidad, se mantendrá una colaboración con el programa de educación especial y se seguirá el programa
individual de educación (IEP) que se ha elaborado especialmente para el estudiante.
Los estudiantes pueden salir del programa cuando hayan cumplido con los requisitos del programa establecido por el estado
para los estudiantes en los programas bilingüe e inglés como segundo idioma (ESL).
2. Esta decisión debe basarse en los logros académicos obtenidos en las pruebas que miden el dominio del idioma en
las áreas de lectura, escritura, expresión oral y comprensión, tanto en el primer idioma (para los estudiantes que
participan en el programa bilingüe) como en inglés, y también uno de los siguientes criterios:
A. El logro de los estándares estatales para STAAR en lectura y escritura en inglés (cuando estén disponibles)
como lo requiere el Código de Educación de Texas (TEC), §39.023, al nivel escolar que les corresponda; o
B. Una puntuación de percentil 40 o superior en las secciones de lectura y de artes del lenguaje de la prueba
de medición estandarizada aprobada por la Agencia de Educación de Texas (TEA).
2. Al tomar la decisión, los distritos también pueden tomar en consideración otros indicadores del progreso del estudiante,
incluyendo puntajes en los resultados de medición de las pruebas de STAAR, la evaluación subjetiva del maestro y la
evaluación de los padres.
Favor de indicar su autorización para la participación de su hijo/a en el programa bilingüe o el programa de
inglés como segundo idioma (ESL) poniendo su firma en el espacio indicado.
□ Yo quiero que mi hijo/a participe en el Programa
□ Yo quiero que mi hijo/a participe en el Programa de
de bilingües. (PK-5)
ESL. (6-12)
□ Yo no quiero que mi hijo/a participe en el
□ Yo no quiero que mi hijo/a participe en el Programa
Programa de bilingües. Me gustaría hablar de otras
opciones cuales pertenecen a las necesidades
academias/lenguajes de mi hijo/a.
de ESL. Me gustaría hablar de otras opciones cuales
pertenecen a las necesidades academias/lenguajes de
mi hijo/a.
_____________________________________________________
Firma de padre/madre/representante legal
_____________________________
Fecha
Nota: Por favor regrese esta notificación al maestro/a de su hijo/a.
Si tiene preguntas, llame a nuestra oficina y hable con________________________________, (teléfono)__________________.
25
LPAC Meeting Minutes Form
Student Name: _______________________________________ Campus: _____________________ Date: ____________
This LPAC meeting will review and address:
Program Placements (review initial assessment data)
Annual Review (review student progress)
Exit/Reclassification (review exit criteria)
2 year Follow Up (review achievement data)
Parental Denials
Special Education Students
Other, please specify: _________
Circle grade levels reviewed: PK K 1 2 3 4 5 6 7 8 9 10 11 12
Summary of LPAC decisions or actions taken:
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
The Bilingual Education / English as a Second Language Yellow Folder that is kept in the student’s
permanent record shall contain a copy of these minutes along with documentation of all data collected,
actions, and signatures taken by the LPAC Committee impacting the limited English proficient student at
this meeting.
________________________________
Signature of person completing minutes
_______________________
Position
.
Princeton ISD BI/ESL Handbook
Page 26
KEEP IN PERMANENT RECORD FOLDER
Student History Worksheet
Student Name: ___________________________________
Country of Birth: ____________________________________
Student ID: ______________________________________
Initial Date of Enrollment in U.S. Schools: _________________
Date of Birth: ____________________________________
Date Identified as LEP: ________________________________
Schooling Outside U.S.
School
Year
Grade
Where
All or
Partial
Year?
(A, P)
Total Time
Enrolled If
Partial
(NS=No
schooling)
Consecutive
Years
Outside U.S.
Schooling In U.S.
Where
27
All or
Partial
Year?
(A, P)
Total
time
Enrolled
if Partial
Program
Participation
School
Year of
Enrollment
in U.S.
TELPAS
Rating
STAAR Test
History
Assessment Decision Record
The information on this form documents the reason for exemption as required by 19 TAC § 101.1003.
Keep this form and supporting documentation in the student’s permanent record folder.
Student Name: ________________________________________
Initial Date of Enrollment in U.S. Schools: ____________________
Student ID: ___________________________________________
Date Identified as LEP: ____________________________________
School
Year
in U.S.
Indicate school
year and
grade.
1. Summary of Evidence
of Insufficient Schooling
Outside U.S.
Fill in soon after initial enrollment
in U. S. schools
2. Summary of
Instructional
Interventions
Describe the instructional
interventions designed to
strengthen inadequate skills
3. Summary of
Progress by Spring
of Current Year
Record this information in spring of
year upon final determination of need
for exemption.
4.
Assessment Decision
and
Reason if Exempted
From the list below, indicate the applicable assessment decisions and reason if
exemption granted. Reasons on Exception List.
 Exemption not applicable; not
enrolled at time of testing
Year 1
_________
(school year)
 Student will take STAAR in one
or more subjects
__________
(grade)
 Student is exempt in one or more
subjects. Letter of reason from
exception list: ______________
 Exemption not applicable; not
enrolled at time of testing
Year 2
_________
(school year)
 Student will take STAAR in one
or more subjects
__________
(grade)
 Student is exempt in one or more
subjects. Letter of reason from
exception list: ______________
 Exemption not applicable; not
enrolled at time of testing
Year 3
_________
(school year)
 Student will take STAAR in one
or more subjects
__________
(grade)
 Student is exempt in one or more
subjects. Letter of reason from
exception list: ______________
28
Assessment Decision
(Subject) Eng STAAR Spn STAAR
Exempt
Assessment Decision
(Subject) Eng STAAR Spn STAAR
Exempt
Assessment Decision
(Subject) Eng STAAR Spn STAAR
Exempt
Exemptions
Categories 1 and 2, Year 1
Reason a: The student meats all general and specific exemption criteria for students in their first school year of enrollment in the U.
S. Given the student’s foundation of learning upon entry to U. S. school, it is not yet reasonable to expect the student to meet the
TEKS requirements as measured on STAAR.
Category 1, Year 2
Reason b: The student meets all general and specific
exemption criteria for students in their second school year of
enrollment in the U. S. Given the student’s extensive
absence of schooling outside the U. S. and resulting
limitations in academic achievement and/or literacy, it is not
yet reasonable to expect the student to meet the TEKS
requirements as measured on STAAR.
Category 2, Year 2
Reason d: The student meets all general and specific
exemption criteria for students in their second school year
of enrollment in the U. S. Given the student’s foundation of
learning upon entry to U. S. schools, it is not yet reasonable
to expect the student to have acquired the academic
language proficiency necessary for STAAR in English to
provide a valid, reliable measure of the student’s academic
progress.
Category 1, Year 3
Reason c: The student meets all general and specific
exemption criteria for students in their third school year of
enrollment in the U. S. Given the student’s extensive
absence of schooling outside the U. S. and resulting
limitations in academic achievement and/or literacy, it is not
yet reasonable to expect the student to meet the TEKS
requirements as measured on STAAR.
Category 2, Year 3
Reason e: The student meets all general and specific
exemption criteria for students in their third school year of
enrollment in the U. S. Given the student’s foundation of
learning upon entry to U. S. schools, it is not yet reasonable
to expect the student to have acquired the academic
language proficiency necessary for STAAR in English to
provide a valid, reliable measure of the student’s academic
progress.
✎ Category
1: Immigrant LEP students in Spanish bilingual programs in Grades 3 – 6
✎ Category
2: Other immigrant LEP students in Grades 3 – 10
Princeton ISD BI/ESL Handbook
Page 29
Documentation of Decision to Grant a One-Time Exit Level LEP Postponement
Campus: ________________________________
District: __________________________
School Year: ________
Student Name: __________________________________________ Student ID: ______________________________
Initial Date of Enrollment in U. S. Schools: _______________________________________________________________
Date Identified as LEP: _______________________________________________________________________________
Dates of Exit Level Assessment from Which Postponement is Sought: __________________________________________
Evidence of Inadequate Foundation of Learning Outside U. S.
Indicate the test(s) used to determine the student’s inadequate foundation of learning outside the U. S. Keep this form and
the complete report of the student’s test results in the student’s permanent record file. The assessment(s) must come from the
state-approved list of tests for students in bilingual and ESL programs.
Test Name: ___________________________
Test Score: _____________
Date Administered: _________
Test Name: ___________________________
Test Score: _____________
Date Administered: _________
Prior Education
List below any information about the student’s educational background that will help teachers and other school Professionals
address the student’s specific academic and linguistic needs. Professionals planning the instructional interventions for the
student will benefit from information about areas of strength as well as areas of educational need.
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
Description of Instructional Interventions
The following ongoing linguistic accommodations and other instructional interventions are being implemented to target the
student’s individual instructional needs.
Linguistic Interventions
Academic Skill Interventions
Signature of LPAC member/designee: _______________________________________ Date: _______________________
Review of Instructional Interventions
The space below may be used to review the instructional interventions and modify them as needed based on student progress.
It is recommended that the LPAC review the instructional interventions at least once in the fall semester and once in the
spring semester prior to the exit level test administration.
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
Signature of LPAC member/designee: ______________________________________
Date: _______________________
Evidence of Insufficient Progress by Spring
This student has not yet made enough progress for exit level testing to be an appropriate measure of his or her academic
skills. This judgment is based on informal assessments or reviews of the difficulty the student has with the English used in
class, in texts, and on tests.
Course: ____________________ Teacher Signature: _______________________________
Date: ________________
Course: ____________________ Teacher Signature: _______________________________
Date: ________________
Course: ____________________ Teacher Signature: _______________________________
Date: ________________
Course: ____________________ Teacher Signature: _______________________________
Date: ________________
Course: ____________________ Teacher Signature: _______________________________
Date: ________________
Signature of LPAC member/designee: _____________________________________
Princeton ISD BI/ESL Handbook
Date: _______________________
Page 30
BILINGUAL/ESL/LPAC ACCOMMODATION CHECKLIST
Student __________________________________
Grade _________
Date _______________
The LPAC has made the following recommendation(s) to facilitate learning:
Instructional Accommodations
1.
avoid assignments requiring copying or timed writing
2.
assign work in smaller amounts
3.
shorten/lengthen time required for tasks
4.
provide linguistic simplifications or oral translations
5.
pre-teach vocabulary
6.
seat student close to teacher for supervision
7.
provide reading assistance
8.
avoid penalizing for spelling errors
9.
ask questions requiring short answers
10.
explain in small, distinct steps/multiple learning modes
11.
assign tasks at the appropriate level (lower if needed)
12.
let student give or record answers in other than written manner
13.
allow longer time for oral response
14.
copy from card or paper on desk instead of board
15.
provide tactile aids to spelling
16.
plan activities student can utilize when help is not available (flash cards, listen to a story
on tape, etc.
17.
provide alternate methods in completing assignments (buddy system, older student,
volunteer tutoring, group assignments, etc.)
18.
provide exam modifications (reduce length, oral exam, etc.)
19.
provide positive reinforcements, behavior management system, etc.
20.
use vocabulary flash cards
21.
use concrete materials
22.
highlight textbooks
23.
use audio materials
24.
Allow the use of bilingual dictionary/glossary
25.
Other
Princeton ISD BI/ESL Handbook
Page 31
BILINGUAL/ESL PROGRAM MONITORING
Special Program/Content Area Collaboration Form*
Student:______________________________________Campus:_______________________Grade:__________________
Bilingual/ESL Teacher: __________________________________________________________
Collaborating Teacher(s):______________, _______________, _______________, ______________, _________________
Objectives Period From: _______________________ to ____________________
Date
Date
Complete this section for monitoring participating and exited students:
ACADEMIC PROGRESS: GRADES
Content
Area
1st Six
Weeks
2nd Six
Weeks
3rd Six
Weeks
1st Sem.
Ave.
4th Six
Weeks
5th Six
Weeks
6th Six
Weeks
2nd
Sem.
Ave.
Year End
Average
Reading
Writing
Math
Social
Studies
Science
Credits Earned Toward Graduation (9-12) __________________
The LPAC has reviewed any disciplinary actions taken against the student.
Yes 
No 
Complete this section for monitoring participating students only:
LANGUAGE OBJECTIVES PROGRESS
Affective:
History, Cultural Heritage, Self –assurance,
positive self-esteem.
Linguistic:
Receptive and expressive language
Cognitive:
Content area skills and concepts
Activities
Progress
Student is provided second
language methods in English and in
both languages for bilingual to
introduce basic concepts of the
school environment.
The student is provided intensive
instruction to develop proficiency in
comprehension, speaking, reading,
and composition of the English
Language.
Instruction is provided in the core
subject areas in both the native
language and English for bilingual
and using second language methods
for ESL.
Additional Comments: ________________________________________________________________________________
____________________________________________________________________________________________________
Princeton ISD BI/ESL Handbook
Page 32
Parental Report on Student Progress
Bilingual / ESL Program, 19 TAC Chapter 89, Subchapter BB, §89.1260 ,
and PL 107-110 §3302
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:__________________________________
Date Administered: ____________Results:_______________________________________________________
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 level attained or attach Confidential
Student Report:
B –Beginning I –Intermediate A –Advanced AH –Advanced High
Listening B I A AH
Speaking B I A AH
Writing B I A AH
Reading B I A AH (Grades K-2 use TELPAS; Grades 3-12 use TELPAS and or STAAR
STAAR (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 (compare to
data on previous page):
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
33
Students can exit the program when they are able to meet the exit criteria set by the state for bilingual and ESL
program students.
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), §39.023, at grade level; or
B. Scoring at or above the 40th percentile on both the English reading and the English language arts
sections of a TEA – approved norm-referenced test (ITBS)
2. In making this determination, the district will also consider other indications of the student’s overall
progress, including STAAR scores, subjective teacher evaluation, and parental evaluation.
1.
Consequently, it has been recommended that your son/daughter:
□ Continue in the Bilingual Program (Grades PK-5)
□ Continue in the English as a Second Language (ESL) Program (Grades 6-12)
□ Re-enter into the Bilingual Program
□ Re-enter into the ESL Program
□ Exit the Bilingual (PK-5) or ESL (6-12) Program - Exit criteria have been met.
□ Exit the Bilingual (PK-5) or ESL (6-12) Program based on comprehensive review of ARD/LPAC
Committee – special education students only.
□ Continue monitoring for 1 additional school year – exited student
□ Monitor for 2 additional school years after exiting to ensure success in school
□ Program denied by parent/guardian; continue monitoring academic progress of student
If you have any questions regarding this placement decision, please contact
___________________________________________________at our office at ____________________.
Name
Telephone
Texas Education Agency Bilingual/ESL Unit
Princeton ISD BI/ESL Handbook
Page 34
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
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 de medición estandarizada** (Grados 2-12) Nombre: __________________________________
Resultados: ________________________________________________________________
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 hablar: P I A AS escribir: P I A AS
leer: P I A AS (se usa el protocolo de observaciones (TELPAS) para los grados K-2; se usa la Prueba de
habilidad para leer en inglés (RPTE) o la prueba de STAAR para los grados 3-12)
STAAR (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
(compare con la información en la página previa):
________________________________________________________________________
________________________________________________________________________
_________________________________________________________________________
Princeton ISD BI/ESL Handbook
Page 35
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 de salida establecidos por el estado para los estudiantes en los programas bilingües y de
inglés como segundo idioma (ESL).
1. Esta decisión debe basarse en los logros académicos obtenidos en las pruebas que miden el dominio del
idioma en las áreas de lectura, escritura, expresión oral y comprensión, tanto en el primer idioma (para los
estudiantes que participan en el programa bilingüe) como en inglés, y también uno de los siguientes criterios:
C. Cumplir con los estándares estatales para STAAR en lectura y escritura en inglés (cuando estén
disponibles) como lo requiere el Código de Educación de Texas (TEC), §39.023, al nivel escolar
que les corresponda; o
D. Una puntuación de percentil 40 superior en las secciones de lectura y de artes del lenguaje de la
prueba de medición estandarizada aprobada por la Agencia de Educación de Texas (TEA).
2. Al tomar la decisión, los distritos también pueden tomar en consideración otros indicadores del progreso del
estudiante, incluyendo los resultados de las pruebas STAAR o TAAS, la evaluación subjetiva del maestro y
la evaluación de los padres.
Por esta razón, se recomienda que su hijo/a:
□ Continúe en el programa bilingüe (PK-5)
□ Continúe en el programa de inglés como segundo idioma (6-12)
□ Vuelva a participar en el programa bilingüe
□ Vuelva a participar en el programa de inglés como segundo idioma
□ Salida del programa bilingüe (PK-5) o ESL (6-12) El criterio de salida del programa se ha cumplido.
□ Salida del programa bilingüe (PK-5) o ESL (6-12) Programa basado en la revisión integral del comité
ARD/LPAC- estudiantes de educación especial solamente.
□ Supervise al estudiante por 2 años adicionales - después de salir del programa para que tenga éxito en
la escuela
□ Supervise al estudiante por 1 año adicional – el estudiante ya no participa en el programa
□ Programa de instrucción rechazado por el padre/madre/representante legal; se continúe supervisando el
progreso académico del estudiante
Si tiene algunas preguntas sobre esta decisión, llame a
_________________________________________________a nuestra oficina al ____________________.
Nombre
Teléfono
Texas Education Agency Bilingual/ESL Unit
Princeton ISD BI/ESL Handbook
Page 36
END-OF-YEAR LPAC INVITATION
___________________
Date
Dear Parents,
We have chosen _________________ to meet with the parents of our students who are in our Bilingual
(date)
and English As A Second Language programs. During this time we will talk about the progress your
child has made this year and we invite you to come.
We have reserved _______________ for you. If you cannot come but want to participate, please call the
(time)
school at (469) 952-5400 and another date can be chosen.
Sincerely,
UN FIN FEL AÑO INVITACIÓN LPAC
___________________
(Fecha)
Estimados Padres,
Hemos escogido el _________________ para juntas con los padres de los estudiantes en los
(fecha)
programas bilingüe Ingles como Segundo idioma. Durante este tiempo vamos a hablar del progreso de su
hijo/hija este ano, y los invitamos a asistir. Hemos reservado ______________ para Uds. Si Uds. no
pueden venir pero quieren participar, llamen a la escuela (469) 952-5400, y se puede escoger otra fecha.
Sinceramente,
Princeton ISD BI/ESL Handbook
Page 37
Bilingual/English as a Second Language Exit Permission
Date: ___________________
Student: ________________________________________________
Dear Parent or Guardian,
Our Language Proficiency Assessment Committee (LPAC) has just completed our Annual Year Review to determine the
progress of your child, in our bilingual or English as a second language (ESL) program. This review is based upon tests that
measure the extent to which your child has developed proficiency in English, as well as overall academic success in all subjects
and courses taken. We are pleased to inform you that your child has met exit criteria and has been reclassified as English
Proficient by the LPAC Committee, which means that your child will be able to exit the bilingual or English as a second language
program and participate equally in a regular, all English, instructional program.
The LPAC Committee will continue to monitor the academic progress of your child for the next two years to ensure that he/she is
academically successful and will recommend placing him/her back in the bilingual or English as a second language program
again, if necessary.
 I do want my son/daughter to exit the bilingual (PK-5) or ESL (6-12) program. I would like the LPAC Committee to continue to
monitor my son/daughter’s progress for the next two years to ensure my son/daughter’s language/academic needs are met.
 I do not want my son/daughter to exit the bilingual (PK-5) or ESL (6-12) program. I would like to discuss other options that will
address my son/daughter’s language/academic needs.
____________________________________ __________________________________
Parent Signature
Student
_____________________
Date
Permiso de Salir de el Programa Bilingüe/Ingles Como Segundo Idioma
Fecha: ___________________
Estudiante: ________________________________________________
Estimados Padres o Guardianes,
Nuestro Comite de Evaluaciones de Habilidades en Lenguajes (LPAC) ha completado nuestro Reviso Anual para determinar el
progreso de su hijo/a en nuestro programa Bilingüe o Ingles Como Segundo Idioma (ESL). Este reviso es basado en examenes
cuales miden a cual grado su hijo/a ha desarrollado su habilidad en Ingles, y tambien su éxito en total de todos los temas que
esta tomando. Estamos muy contentos poder dejarle saber que su hijo/a cumplió lo necesario para poder exitar y fue clasificado
de nuevo como un estudiante con Habilidad en Ingles por el Comité de LPAC. Esto quiere decir que su hijo/a puede exitar el
Programa de Bilingüe o Ingles Como Segundo Idioma y participar igual en un programa regular, cual da instrucción en Ingles
totalmente.
El Comité de LPAC continuara a revisar el progreso academio de su hijo/a por dos mas anos que siguen para asegurar que
el/ella tengan éxito en academias y recomendaremos poner el estudiante para tras en el programa de Bilingüe o Ingles Como
Segundo Idioma si es necesario.
 Yo quiero que mi hijo/a salga de el programa de Bilingüe (PK-5) / ESL (6-12). Me gustaría que el Comité de LPAC
continué a revisar el progreso de mi hijo/a por los 2 anos que siguen para asegurar que mi hijo/a reciba todo tocante
academias/lenguajes que necesite.
 Yo no quiero que mi hijo/a salga de el programa de Bilingüe (PK-5) / ESL (6-12). Me gustaría hablar de otras opciones
tocante las necesidades academias/lenguajes de mi hijo/a.
____________________________________ __________________________________
Firma de Padres
Estudiante
Princeton ISD BI/ESL Handbook
_____________________
Fecha
Page 38
Special Education Exit Criteria Bilingual/ESL Services
Determine and Document Whether Student Has Met Modified Exit Criteria
At the end of the year, the ARD committee with key LPAC members meet to review the assessment results and
subjective teacher evaluation to determine if the student has met exit criteria.
Student’s name: ________________________ ARD meeting date: _________ End-of-year LPAC date: _________
The assessment results reviewed at the ARD were:
State Assessment Reading:
Met Standard Yes / No / NA
STAAR-A
Alternate
State Assessment Writing:
Met Standard Yes / No / NA
STAAR-A
Alternate
OLPT Level:
Results
TELPAS Listening
B
I
A
AH
TELPAS Speaking
B
I
A
AH
TELPAS Reading
B
I
A
AH
TELPAS Writing
B
I
A
AH
Summarize subjective teacher evaluation and attach documentation.

Does the student’s particular disabling condition warrant the need for Special Exit Criteria?

What evidence is documented in the IEP that indicates that the student will not be able to attain
the English Language Proficiency Standards (as measured by TELPAS) in one or more domains?

What evidence is documented to indicate that the student no longer appears to benefit (or is
expected to reach that point during the year) from second language acquisition support in
English to address cognitive, linguistic and affective needs?
Documentation attached
Teacher checklist
Student work
Observation protocol
Informal assessments
State assessment test results
TELPAS test results
Other:
Attach a copy of the documentation to the LPAC minutes, and Document on the student’s permanent record
folder.
Yes No: The decision was made to exit student from the Bilingual/ESL program based on the comprehensive
review of the ARD/LPAC Committee. Student will be reclassified as Non-LEP and will be monitored for two school
years.
Attending the meeting were:
LPAC Representative: _____________________ General Ed Representative:
__________________________
Sp. Ed Representative: _____________________ Administrative Representative: __________________________
Parent: _____________________ Other(s): ________________________________________________________
Princeton ISD BI/ESL Handbook
Page 39
PARENT NOTIFICATION OF STUDENT RE-ENTRY INTO THE BILINGUAL / ESL PROGRAM
Child’s Name ________________________________________ School _____________________________
Dear Parent / Guardian:
The Bilingual and ESL Programs are designed for children of limited English proficiency. Your child was exited from the program on
_______________. However, recent test data, academic performance, and teacher’s recommendations indicate that your child should be reentered into the program.
Please sign and return this letter within ten (10) days to your child’s school to indicate whether you would like for your child to be re-entered into
the bilingual / ESL program.
Sincerely,
____________________________________
Signature of Principal
Check One:
 I would like my child re-entered into the bilingual or ESL program.
 I would like to request a conference with the principal to receive additional information.
________________________________________________
Signature of Parent / Guardian
___________________________
Date
 I have had a conference with the principal, and the principal has provided more information regarding my child’s academic progress and the
bilingual / ESL program. However, I do not with to have my child re-entered into the program.
________________________________________________
Signature of Parent / Guardian
___________________________
Date
NOTIFICACION DE REINGRESO AL PROGRAMA BILINGUË ESL (Ingles Para La Idiamo segunda)
Nombre de miño/la niña ____________________________________
Escuela _____________________
Estimado padre / guardian:
El programa bilingüe / ESL es diseñado para niño/niñas de uso de ingles limitado. Su hijo/hija fue despedido del programa en
________________________. Sin embargeo, los resultados de exámenes recientes, su progreso académico, y las
recomendaciones de sus maestro indican que su hijo/hija debe reingresar en el programa.
Por favor firme y devuelva esta carta a la escuela dentro de dienz (10) días para indicar si Ud. quiere que su hijo/hija reingrese
en el programa bilingüe/ESL.
Sinceramente,
___________________________________________
Firma del director(a)
Marque Uno:
 Quisiera que mi hijo/hija reingrese en el programa bilingü / ESL
 Quisiera pedir una junta con el director para recibir información adicional.
______________________________________________
Firma del Padre / Guardián
_____________________________
Fecha
 Yo he tenido una junta con el director, que me ha dado mas información acerca del progreso de mi hijo/hija y el programa
bilingüe / ESL. Sin embargo, no quisiera que mi hino/hija reingresara en el programa.
_______________________________________________
Firma del padre / guardian
______________________________
Fecha
40
Parent Survey
Bilingual Program K-1 Summer Program
Program Dates: _________________________
Location: ______________________________
Is your child entering Kindergarten or First Grade in the fall?
Your child may be eligible to attend the Bilingual K-1 Summer Program.
Please complete the following information so that we can send you information about the summer program:
Name of Child_________________________________________________________Birthdate_________________________
Parent / Guardian ______________________________________________________________________________________
Address____________________________________________________________________Telephone__________________
Home School __________________________________________________________________________________________
Please return this form to the principal at your home school.
Encuesta para Padres de Familia
Programa Bilingüe K-1
Programa de Verano
Fechas del Programa:________________________
Escuela:___________________________________
¿Tiene usted un hijo(a) que va a entrar a kindergarten o primer grado?
El/ella puede participar en el programa bilingüe de verano.
Por favor complete los siguientes datos para enviarle información sobre el programa bilingüe 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 al.
Texas Education Agency Bilingual/ESL Unit
Princeton ISD BI/ESL Handbook
Page 41
BILINGUAL PROGRAM SUMMER SCHOOL
Program Dates: ______________________________
Dear Parent/Guardian:
The district 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 _______________to _______________. Classes will be from
_____________to______________. Children attending the summer program will be offered ___________________________________
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: _____________________________________________
If you have any questions, please call __________________________________________________at ___________________________.
ESCUELA DE VERANO DEL PROGRAMA BILINGUE
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 ________________a________________.
Las clases serán de (____________a ____________. Los niños que vengan al programa de verano recibirán
___________________________________. 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: _____________________________________________
Si tiene alguna pregunta, por favor llame a___________________________________________, (teléfono) _______________________.
Texas Education Agency Bilingual/ESL Unit
Princeton ISD BI/ESL Handbook
Page 42
Bilingual/ESL Teacher Staff Development Record
Teacher: ________________________________________
Date: _______________________________
Return form to: ___________________________________
Please Complete the following table regarding Bilingual and/or ESL Professional Development that you have attended beginning
June 1st of the current school year ________/_________.
Topic
Date
Results
List any specific Bilingual/ESL training needs you have for the next school year:
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Princeton ISD BI/ESL Handbook
Page 43
TRACKING SHEET
SCHOOL YEAR___________
TESTING INFORMATION
OLPT SCORES
(NES/LES/FES)
ITBS
AT
ENTRY
ADDITIONAL INFO.
ITBS SCORES
AT
EOY
LANG
READ
LANG
READ
AT
ENTRY
WRITE
L
S
R
W
L
S
R
W
AT
EDY
E
X
I
T
DATE
READ
DENIAL
EDY
CURRENT YEAR
(B, I, A, AH)
PARENTAL
CONSENT
FOR
SERVICES
APPR
LEP
Y or N
LAST YEAR
(B, I, A, AH)
ENTRY
LPAC
MEETING
DATE
TELPAS
STAAR
SCORES
BILINGUAL (PK-5) / ESL (6-12) ANNUAL EVALUATION REPORT
CAMPUS: _______________________________
Date Of Report: ___________________________
SCHOOL YEAR: ___________________________
Person Completing Report: ______________________
Instructions: Please complete for your campus. Submit one copy to the office of the Department of Curriculum & Instruction by June 1.
ANNUAL ASSESSMENT OF ALL BILINGUAL / LIMITED ENGLISH PROFICIENT STUDENTS
LEP Students
Oral Language
Proficiency
English Reading
7
8
9
10
11
12
45
# Showing
Improvement
6
Writing
# Tested
5
Reading
# Showing
Improvement
4
STAAR
# Tested
3
# Showing
Improvement
2
TELPAS
# Tested
1
Measure
# Showing
Improvement
K
English Language
Arts
# Tested
P
K
# Showing
Improvement
Measure
# Tested
# Showing
Improvement
Measure
# Tested
# Shoving
Improvement
# Tested
#LEP
Reported as
Dropout
# Exited
# Passed
All Subj.
# LEP in
Grade
Grade
Measure
Written Lang.
Proficiency
Annual Evaluation Report
Bilingual / English As A Second Language (ESL)
TWO-YEAR FOLLOW-UP FOR EXITED BILINGUAL / ESL STUDENTS
EXIT YEAR INFORMATION
Exit Year
Exit
Academic Performance
Year
STAAR
GRADES
Grade Level Exited
all students who exited in
current year, prior year, and 2
years prior, Pre-K, & K, may
not EXIT the program.)
Year Exited
Student Information
NAMES OF
STUDENTS EXITED
FROM BILINGUAL
/ESL PROGRAM (List
2 YEARS FOLLOWING EXIT
2 Years Following Exit
STAAR
Academic
Scores
Performance
GRADES
GRADES
__________
__________
__________
__________
Science
Social Studies
W M
Mathematics
R
Language Arts
__________
__________
__________
__________
Social Studies
46
Science
Language Arts
Mathematics
__________
__________
__________
__________
Social Studies
Science
Language Arts
Mathematics
R W M
1 YEAR FOLLOWING EXIT
1 Year Following Exit
STAAR
Academic Performance
Scores
R
W M
ANNUAL EVALUATION REPORT
Bilingual / English as a Second Language (ESL)
TEACHER INFORMATION
BILINGUAL / ESL TEACHER(S) / AIDE(S)
Training Attended
Name
T/A
Topic
Training Attended
Date
Results
Name
1.
5.
2.
6.
3.
7.
4.
8.
47
T/A
Topic
Date
Results
NOTE: This page of the Annual
Evaluation Report is not due until the
week after the end of the Summer
Program.
Bilingual / ESL Annual Summer School Evaluation Report
SUMMER PROGRAM EVALUATION
ORAL PROFICIENCY
Bilingual / LEP Students Attending
IPT
# Students
Completing Summer
Program
# Enrolled in
Summer Program
Grade
(prior to
summer
program)
Measure
#NES
#LES
#FES
Eligible for Kindergarten
Eligible for 1st Grade
NOT ENROLLED PRIOR
SCHOOL YEAR
TOTAL
Summer Program Teacher(s) _______________________________________
Name
_______________________________________
Name
_______________________________________
Name
_______________________________________
Name
_______________________________________
Name
Summer Program Aide(s)
_______________________________________
Name
______________________________________
Grade(s)
______________________________________
Grade(s)
______________________________________
Grade(s)
______________________________________
Grade(s)
______________________________________
Grade(s)
______________________________________
Grade(s)
Number of Days for Summer Program
_____________________________
Total # Hours Per Day
______________________________
Total # Hours of Instruction for Summer Program
______________________________
PISD BI/ESL Yellow Folder Contents – Revised 2014
PISD
BILINGUAL/ESL
YELLOW FOLDER
CONTENTS
Each LEP student’s information and documents related to
identification, assessment, program placement, exit, and
monitoring for the bilingual/ ESL program are recorded and kept
inside the yellow folder. The yellow folder is maintained inside the
student’s cumulative folder. The contents of the yellow folder are
on the following pages.
PISD BI/ESL Yellow Folder Contents – Revised 2014
Enrollment Date: _______________
HLS Date: _____________________
LPAC Date: __________________
Parent Permission Date: _________
INITIAL REVIEW
Placement Date: ______________
Bilingual Education / ESL Program
Parent Denial Date: ______________
Student Name: ______________________________________
Student SS/PEIMS #: ____________________________
DOB: _________ Age:___
Campus: ______________________________________
Grade: ________________
INITIAL ASSESSMENT SCORES:
Testing Accepted from Another District
Oral Language Proficiency Test ( IPT )
if applicable
OLPT Test: _____________________
Language Level: _________________
Date: ___________
Achievement Test: _______________
Reading _____%ile Lang. Arts _____%ile
Date:____________
NES
LES
Beginning
FES
Early Intermediate
Intermediate
Early Advanced
Advanced
Non LEP
Reading __________%ile
Language Arts ____________%ile
Date:____________
Date:____________
ENGLISH LANGUAGE CLASSIFICATION:
(Check the appropriate box)
LEP
Norm Referenced Standardized
Achievement Test ( ITBS )
LPAC RECOMMENDATIONS
COMMENTS: ____________________________________
________________________________________________
LEVEL OF ENGLISH LANGUAGE PROFICIENCY BASED ON TEST(S)
ADMINISTERED:
_______________________________________________
LANGUAGE PROGRAM PLACEMENT:
Elementary (PK-5) Bilingual Education Program
Secondary (6-12) English as a Second Language Program
Regular English Program
PARENT NOTIFICATION FOR LEP PLACEMENT:
Program Description and Benefits to Student
Level of Language and Academic Proficiency
Parent Permission
Parent Denial
Other, specify ______________________________
COMPLETE (if applicable):
Student History Worksheet (attach)
Assessment Decision Record (attach)
Instructional Accommodations Checklist (attach)
LPAC Tracking Sheet (attach)
Reminder: An LPAC meeting must be held in the semester of the
STAAR testing to make assessment decisions.
________________________________________________
LPAC SIGNATURES: ( *all members must be LPAC trained)
______________________________________________
Parent/Guardian
____________________________________________
*Parent of Participating LEP Student
_______________________________________________________
*Bilingual/English as a Second Language Teacher
_______________________________________________________
*Transitional / Regular Education Teacher of LEP Student
_______________________________________________________
*Campus Administrator
_______________________________________________________
Other
Check if interpreter is used______________________________
* Indicates required LPAC Membership Date: _____________________
TO BE PLACED IN THE LPAC FOLDER KEPT IN THE CUMULATIVE FOLDER
WITHIN FOUR (4) WEEKS FOLLOWING
THE STUDENT’S FIRST DAY OF SCHOOL:
1. Home Language Survey
2. Oral Proficiency Assessments
A. English
B. Spanish
3. Notification of Placement
A. Parent Acceptance
B. Parent Denial
4. LPAC
Initial
Recommendation
PISD BI/ESL
Yellow
Folder
Contents – Revised 2014
ADDITIONAL
DOCUMENTATION TO BE
PLACED ANNUALLY IN
THE SPRING:
5. OLPT - English
IPT
6. Achievement Test(s): ITBS
7. STAAR Results
ONLY IF A STUDENT
MEETS EXIT CRITERIA:
13. Program Exit Permission
14. One-Year Follow-Up Data
15. Two-Year Follow-Up Data
Annual End of Year BI/ESL Review / Student Name:_________________ Academic Year: ____________
ANNUAL REVIEW / EXIT CRITERIA
Oral Language Proficiency ( IPT )
NES
LES
FES
Beginning
ANNUAL REVIEW / EXIT CRITERIA
State of Texas Assessments of Academic Readiness: ( STAAR )
Course
Scale Score
Performance
Early Intermediate
Advanced
Intermediate
Early Advanced
___________________________________________________________________
Norm- Referenced Standardized Achievement Test: ( ITBS )
Reading ________%ile
Language Arts: __________%ile
Reading/ELA:
Writing:
Math:
Science
Social Studies
Consider overall student performance and participation in special programs when
Dyslexia
GT
making exit decisions: Title I Special Ed. §504
Migrant
At Risk
OEYP
CATE
Other______________________
Alternative Writing: ______________________________
**Use alternative writing assessment for STAAR grade level where writing is not tested.
Level of English Language Proficiency ( TELPAS )
Listening
Beg.
Int.
Adv.
Adv. High
Beg.
Int.
Adv.
Adv. High
Speaking
Beg.
Int.
Adv.
Adv. High
Reading
Beg.
Int.
Adv.
Adv. High
Writing
Comprehension Score:________________
Composite Score:________________
Beg.
Int.
Adv.
Adv. High
RATING:
ISTATION (K-5)
ISIP LC
Raw Score:
ISIP VOC
Raw Score:
ISIP PA
Raw Score:
ISIP Overall
Raw Score:
ISIP LK
Raw Score:
DRA
Level:
ACADEMIC ACHIEVEMENT: COURSE
END OF YEAR GRADE
ELAR
Math
Science
Social Studies
_________ Level II Satisfactory (Yes/No) Level III Adv. (Yes/No)
_________ Level II Satisfactory (Yes/No) Level III Adv. (Yes/No)
_________ Level II Satisfactory (Yes/No) Level III Adv. (Yes/No)
_________ Level II Satisfactory (Yes/No) Level III Adv. (Yes/No)
_________ Level II Satisfactory (Yes/No) Level III Adv. (Yes/No)
LPAC RECOMMENDATIONS
Program Placement
English Language Classification
Continue current placement:
bilingual program (PK-5) or ESL program (6-12)
Exit program: Met criteria
Exit Program: Parent denial of services
LEP
Reclassified Non-LEP
LPAC SIGNATURES: (all members must be LPAC trained) Date:_________________
______________________________________________________
Parent/Guardian
______________________________________________________
Parent of Participating LEP Student
______________________________________________________
Bilingual/English as a Second Language Teacher
______________________________________________________
Transitional / Regular Education Teacher of LEP Student
______________________________________________________
Campus Administrator
Annual End of Year BI/ESL Review / Student Name: ________________Academic Year: _________
ANNUAL REVIEW / EXIT CRITERIA
Oral Language Proficiency ( IPT )
NES
Beginning
LES
FES
Early Intermediate
Advanced
Intermediate
Early Advanced
___________________________________________________________________
Norm- Referenced Standardized Achievement Test ( ITBS )
Reading ________%ile
Language Arts: __________%ile
Consider overall student performance and participation in special programs when making
Dyslexia
GT
exit decisions: Title I Special Ed. §504
Migrant
At Risk
OEYP
CATE
Other______________________
Level of English Language Proficiency ( TELPAS )
Listening
Beg.
Int.
Adv.
Adv. High
Beg.
Int.
Adv.
Adv. High
Speaking
Beg.
Int.
Adv.
Adv. High
Reading
Beg.
Int.
Adv.
Adv. High
Writing
Comprehension Score:________________
Composite Score:________________
Beg.
Int.
Adv.
Adv. High
RATING:
ISTATION (K-5)
ISIP LC
Raw Score:
ISIP VOC
Raw Score:
ISIP PA
Raw Score:
ISIP Overall
Raw Score:
ISIP LK
Raw Score:
DRA
Level:
ACADEMIC ACHIEVEMENT: COUE
END OF YEAR GRADE
ELAR
Math
Science
Social Studies
ANNUAL REVIEW / EXIT CRITERIA
State of Texas Assessments of Academic Readiness: ( STAAR )
Course
Scale Score
Performance
Reading/ELA: _________ Level II Satisfactory (Yes/No) Level III Adv. (Yes/No)
Writing:
_________ Level II Satisfactory (Yes/No) Level III Adv. (Yes/No)
Math:
_________ Level II Satisfactory (Yes/No) Level III Adv. (Yes/No)
Science
_________ Level II Satisfactory (Yes/No) Level III Adv. (Yes/No)
Social Studies _________ Level II Satisfactory (Yes/No) Level III Adv. (Yes/No)
Alternative Writing: ______________________________
**Use alternative writing assessment for STAAR grade level where writing is not tested.
LPAC RECOMMENDATIONS
Program Placement:
Continue current placement:
bilingual program (PK-5) or ESL program (6-12)
Exit program: Met criteria
Exit Program: Parent denial of services
End of Year Grade
LEP
Reclassified Non-LEP
LPAC SIGNATURES: (all members must be LPAC trained) Date:__________________
______________________________________________________
Parent/Guardian
______________________________________________________
Parent of Participating LEP Student
______________________________________________________
Bilingual/English as a Second Language Teacher
______________________________________________________
Transitional / Regular Education Teacher of LEP Student
______________________________________________________
Campus Administrator
Annual End of Year BI/ESL Review / Student Name:_________________ Academic Year: ____________
ANNUAL REVIEW / EXIT CRITERIA
Oral Language Proficiency ( IPT )
NES
Beginning
LES
FES
Early Intermediate
Advanced
Intermediate
Early Advanced
___________________________________________________________________
Norm- Referenced Standardized Achievement Test: ( ITBS )
Reading ________%ile
Language Arts: __________%ile
Consider overall student performance and participation in special programs when making
Dyslexia
GT
exit decisions: Title I Special Ed. §504
Migrant
At Risk
OEYP
CATE
Other______________________
Level of English Language Proficiency ( TELPAS )
Listening
Beg.
Int.
Adv.
Adv. High
Beg.
Int.
Adv.
Adv. High
Speaking
Beg.
Int.
Adv.
Adv. High
Reading
Beg.
Int.
Adv.
Adv. High
Writing
Comprehension Score:________________
Composite Score:________________
Beg.
Int.
Adv.
Adv. High
RATING:
ISTATION (K-5)
ISIP LC
Raw Score:
ISIP VOC
Raw Score:
ISIP PA
Raw Score:
ISIP Overall
Raw Score:
ISIP LK
Raw Score:
DRA
Level:
ACADEMIC ACHIEVEMENT: COURSE
END OF YEAR GRADE
ELAR
Math
Science
Social Studies
ANNUAL REVIEW / EXIT CRITERIA
State of Texas Assessments of Academic Readiness: ( STAAR )
Course
Scale Score
Performance
Reading/ELA: _________ Level II Satisfactory (Yes/No) Level III Adv. (Yes/No)
Writing:
_________ Level II Satisfactory (Yes/No) Level III Adv. (Yes/No)
Math:
_________ Level II Satisfactory (Yes/No) Level III Adv. (Yes/No)
Science
_________ Level II Satisfactory (Yes/No) Level III Adv. (Yes/No)
Social Studies _________ Level II Satisfactory (Yes/No) Level III Adv. (Yes/No)
Alternative Writing: ______________________________
**Use alternative writing assessment for STAAR grade level where writing is not tested.
LPAC RECOMMENDATIONS
Program Placement
English Language Classification
Continue current placement:
bilingual program (PK-5) or ESL program (6-12)
Exit program: Met criteria
Exit Program: Parent denial of services
LEP
Reclassified Non-LEP
LPAC SIGNATURES: (all members must be LPAC trained) Date:_________________
______________________________________________________
Parent/Guardian
______________________________________________________
Parent of Participating LEP Student
______________________________________________________
Bilingual/English as a Second Language Teacher
______________________________________________________
Transitional / Regular Education Teacher of LEP Student
______________________________________________________
Campus Administrator
Annual End of Year BI/ESL Review / Student Name: ________________Academic Year: _________
ANNUAL REVIEW / EXIT CRITERIA
Oral Language Proficiency ( IPT )
NES
Beginning
LES
FES
Early Intermediate
Advanced
Intermediate
Early Advanced
___________________________________________________________________
Norm- Referenced Standardized Achievement Test ( ITBS )
Reading ________%ile
Language Arts: __________%ile
Consider overall student performance and participation in special programs when making
Dyslexia
GT
exit decisions: Title I Special Ed. §504
Migrant
At Risk
OEYP
CATE
Other______________________
Level of English Language Proficiency ( TELPAS )
Listening
Beg.
Int.
Adv.
Adv. High
Beg.
Int.
Adv.
Adv. High
Speaking
Beg.
Int.
Adv.
Adv. High
Reading
Beg.
Int.
Adv.
Adv. High
Writing
Comprehension Score:________________
Composite Score:________________
Beg.
Int.
Adv.
Adv. High
RATING:
ISTATION (K-5)
ISIP LC
Raw Score:
ISIP VOC
Raw Score:
ISIP PA
Raw Score:
ISIP Overall
Raw Score:
ISIP LK
Raw Score:
DRA
Level:
ACADEMIC ACHIEVEMENT: COURSE
END OF YEAR GRADE
ELAR
Math
Science
Social Studies
PISD BI/ESL Yellow Folder Contents – Revised 2014
ANNUAL REVIEW / EXIT CRITERIA
State of Texas Assessments of Academic Readiness: ( STAAR )
Course
Scale Score
Performance
Reading/ELA: _________ Level II Satisfactory (Yes/No) Level III Adv. (Yes/No)
Writing:
_________ Level II Satisfactory (Yes/No) Level III Adv. (Yes/No)
Math:
_________ Level II Satisfactory (Yes/No) Level III Adv. (Yes/No)
Science
_________ Level II Satisfactory (Yes/No) Level III Adv. (Yes/No)
Social Studies _________ Level II Satisfactory (Yes/No) Level III Adv. (Yes/No)
Alternative Writing: ______________________________
**Use alternative writing assessment for STAAR grade level where writing is not tested.
LPAC RECOMMENDATIONS
Program Placement:
Continue current placement:
bilingual program (PK-5) or ESL program (6-12)
Exit program: Met criteria
Exit Program: Parent denial of services
End of Year Grade
LEP
Reclassified Non-LEP
LPAC SIGNATURES: (all members must be LPAC trained) Date:__________________
______________________________________________________
Parent/Guardian
______________________________________________________
Parent of Participating LEP Student
______________________________________________________
Bilingual/English as a Second Language Teacher
______________________________________________________
Transitional / Regular Education Teacher of LEP Student
______________________________________________________
Campus Administrator
Student: ___________________________________
Student SS/PEIMS # _________________________
MONITORING OF EXITED STUDENTS
Bilingual Education / ESL Program
First Year
Monitoring
Year: _______
Courses
English/Lang. Arts
Math
Science
Social Studies
Other content areas
End of Yr. Grade
Exit Date: __________________________________
LPAC Recommendations:
Reclassification/Re-entry (occurs when LPAC determines that
student’s lack of success is due to language)
Continue in regular program
Additional interventions(cognitive, linguistic, affective):
LPAC SIGNATURES: (*all members must be LPAC trained)
State of Texas Assessments of Academic Readiness: ( STAAR )
Course
Reading/ELA:
Writing:
Math:
Science
Social Studies
Scale Score
Performance
_________ Level II Satisfactory (Yes/No) Level III Adv. (Yes/No)
_________ Level II Satisfactory (Yes/No) Level III Adv. (Yes/No)
_________ Level II Satisfactory (Yes/No) Level III Adv. (Yes/No)
_________ Level II Satisfactory (Yes/No) Level III Adv. (Yes/No)
_________ Level II Satisfactory (Yes/No) Level III Adv. (Yes/No)
Comments: ____________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
__________________________________________________________
Parent/Guardian
__________________________________________________________
*Parent of Participating LEP Student
__________________________________________________________
*Bilingual/ English as a Second Language Teacher
__________________________________________________________
*Transitional / Regular Education Teacher
__________________________________________________________
*Campus Administrator or Designee
__________________________________________________________
Other
DATE: _______________
Second Year
Monitoring
Year: _______
Courses
English/Lang. Arts
Math
Science
Social Studies
Other content areas
End of Yr. Grade
LPAC Recommendations:
Reclassification/Re-entry (occurs when LPAC determines that
student’s lack of success is due to language)
Continue in regular program
Additional interventions(cognitive, linguistic, affective):
LPAC SIGNATURES: (*all members must be LPAC trained)
State of Texas Assessments of Academic Readiness: ( STAAR )
Course
Reading/ELA:
Writing:
Math:
Science
Social Studies
Scale Score
Performance
_________ Level II Satisfactory (Yes/No) Level III Adv. (Yes/No)
_________ Level II Satisfactory (Yes/No) Level III Adv. (Yes/No)
_________ Level II Satisfactory (Yes/No) Level III Adv. (Yes/No)
_________ Level II Satisfactory (Yes/No) Level III Adv. (Yes/No)
_________ Level II Satisfactory (Yes/No) Level III Adv. (Yes/No)
Comments: ____________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
__________________________________________________________
Parent/Guardian
__________________________________________________________
*Parent of Participating LEP Student
__________________________________________________________
*Bilingual/English as a Second Language Teacher
__________________________________________________________
*Transitional / Regular Education Teacher
__________________________________________________________
*Campus Administrator
________________________________________________________________
Other
DATE: _______________