All Limited English Proficient (LEP) students will become proficient in the comprehension, speaking, reading, and composition of the English language through the development of literacy and academic skills and through the integrated use of second language methods.
San Angelo Independent School District implements a Transitional Bilingual/Early Exit Program model for our elementary campuses. This model serves students identified as Limited English Proficient (LEP) in both English and Spanish and transfers students to English-only instruction. This model provides instruction in literacy and academic content areas through the medium of the student's first language, along with instruction in English, and oral and academic language development. The transition will not occur earlier than two years or later than five years after the student enrolls in school.
At the secondary level, English as a Second Language (ESL) allows for individualized instruction, such as tutorials, for the progression of student achievement and comprehension. In addition, this program serves students identified as Limited English Proficient (LEP) by providing a part-time ESL certified teacher to provide English Language Arts instruction. The student remains in a mainstream instructional arrangement in the remaining content areas.
The Language Proficiency Assessment Committee’s (LPAC) responsibilities follow a cycle throughout the year. The responsibilities include: Identification, Assessment and Documentation Review, Placement, Instructional Methodologies and/or Interventions, Collaboration, Annual Review, Assessment, and Parental Notification.
When a student enrolls in school and indicates a language other than English on the Home Language Survey, the LPAC’s time requirements begin. Within four weeks of enrollment (or 20 school days), the LPAC should review documentation of the student’s language proficiency and academic status, and recommend placement in a Bilingual, English as a second language (ESL), or mainstream education program. Parental permission must be acquired within the 20-day period. The LPAC must also recommend instructional methods and interventions and determine the state criterion-referenced assessment options at the appropriate time.
The LPAC also facilitates the participation of limited English proficient students in other special programs for which they are eligible, ensures parent notification of student progress and LPAC decisions made on behalf of the child, and continuously monitors assessment results, interventions, and program appropriateness.
Documents for Administrators
BOY LPAC Review
EOY LPAC Review
Chapter 89 SUBCHAPTER B
Home Language Survey
Interactive LPAC Training Flowchart - English
LPAC Meeting Minutes
Notice of LPAC Meeting
Parent Notification Approval Letter
Bilingual Program Parent Denial
ESL Program Parent Denial
Bilingual/ESL Requirements Checklist
Peims Coding Change Form
Parental Report on Student Progress for ESL
Special Education Exit – ESL Program
Special Education Exit – Bilingual Program
STAAR Special Provisions (Secondary Only)
STAAR Participation Explanation
MOY Assessment LPAC Form
STAAR Accommodations Quick View
Documents for Parents
LPAC Certificate of Training - English
LPAC Certificate of Training - Spanish
LPAC Parent Membership Request Letter
LPAC Parent Trainer Slides- English
LPAC Parent Trainer Slides - Spanish
Home Language Surveys:
Documents for Teachers
Documents for LPAC Committee