Our Commitment to Excellence

Section 21.462 of Senate Bill 477 House Bill 866 establishes Language Proficiency Assessment Committees (LPAC) for the purpose of allowing professional education personnel and parents to be responsible for recommendations regarding the identification, program placement, and reclassification of Emergent Bilingual students. The State Board of Education (SBOE) by rule continues to require districts that are required to offer Bilingual Education and Special Language Programs to establish LPAC committees. The district shall have on file the policy and procedures for the selection, appointment, operation, and training of the LPAC members.

The LPAC plays a pivotal role in educating Emergent Bilingual students. Its role and responsibilities go beyond those established under the Texas Administrative Code Title 19, TAC Chapter 89. Adaptations for Special Populations; Subchapter BB. Commissioner’s Rules Concerning State Plan for Educating English Learners. The LPAC serves as an advocate for Emergent Bilingual students.

Each KIPP Texas campus must establish and operate a Language Proficiency Assessment Committee (LPAC) composed of at least the following members:

• Campus Administrator: principal or assistant principal function code 23, as determined in the Financial Accountability System Resource Guide.
• Parent Representative: parent or legal guardian of an Emergent Bilingual student currently participating in a bilingual or ESL program.  Neither and KIPP Texas employee nor a third party contractor is permitted.
• Appropriately Certified Bilingual/ESL Educator:
  • Bilingual Educator: for students served through a bilingual education program.
  • English as a Second Language (ESL) Educator: for students served through and ESL education program.

All members of the LPAC, including the parent, shall be acting for the school district and shall observe all laws and rules governing confidentiality of information concerning individual students.

For Emergent Bilingual students with identified special needs:

LPAC shall meet in conjunction with the Admission, Review, Dismissal (ARD) committee members to review and provide recommendations with regard to the educational needs of the dual-identified student.

Decision-making must be based on the input of members of the LPAC and the ARD committee who are directly familiar with the student’s language needs and abilities in the classroom setting.

All LPAC members, including parents and school administrators who will participate in the LPAC, shall be trained annually prior to the 20th day of school of that school year. Training must include committee functions, identification, placement, reclassification procedures, intervention strategies, documentation, and any available new information related to their role.

Throughout the year, the LPAC must meet at least three times as required by state law for the purpose of identification and/or review, prior to state assessments, at the end of the year, and as needed to discuss student progress.  Also, the LPAC must meet as often as necessary to ensure timely identification an placement of Emergent Bilingual students (within four weeks of student initial enrollment in a Texas public school).

Initial Identification / Placement

• Conduct a thorough analysis of all available testing data and previous school history to identify Emergent Bilingual students status
• Use data to recommend required program placement.  Spanish-speaking Emergent Bilingual students must be offered a Bilingual Program in Elementary
• Obtain signed and dated parent permission/denial letter

Student Progress

• Review Monitored students with failing grades in any core subject at the end of every grading period

Assessment Decision-Making (MOY)

• Confirm TELPAS participation (all Emergent Bilingual students K-12 take TELPAS)
• Recommend STAAR participation and designated supports (if applicable)
• Identify Unschooled Asylee/Refugee Emergent Bilingual students, Emergent Bilingual students with Limited or Interrupted Formal Education (SLIFE), and Emergent Bilingual students who qualify for English I EOC Special Provisions

Annual Review (EOY)

• Identify students who will continue with Emergent Bilingual students status; and recommend program placement and ESL instructional level for the following year
• Identify students who met grade-specific reclassification criteria; reclassify students as English Proficient (EP); recommend program placement; and obtain signed and dated Notification of Reclassification letter from parent
• Review academic performance of Monitored students and make program placement recommendations