Addressing the Needs of English Language Learners Also Served by E72asoA

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									    Addressing the Needs of
 English Language Learners
Also Served Through Special
                 Education
    The Department of Special Education
                         In conjunction with
       The Department of Bilingual/ESL
Texas Administrative Code
 Chapters 89 and 101 of the Texas
  Administrative Code were updated
  during the 2007-2008 school year to
  more clearly address the specific needs
  of Limited English Proficient students
  who are also served through Special
  Education.



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ARD in Conjunction with the LPAC

   NEITHER group supersedes the other
   Consensus must be reached
   “Key members” must be present




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   ARD/LPAC Key Members
 ARD: Administrator, SE teacher, GE teacher,
  Parent, Assessment Staff (only when
  discussing assessments), and Student
 LPAC: Administrator, an ESL-certified
  teacher who works with the student, Bilingual
  teacher (if addressing a bilingual student), and
  LPAC Parent (recommended, not required)


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    LPAC Representative
 All other meetings of the ARD MUST
  include a professional representative of
  the LPAC as a consensus member.
 DO NOT hold an ARD for a LEP/SPED
  student without the LPAC rep.



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Decision-Making Procedures
 (Please refer to the LPAC/ARD Collaboration
                 Entry Flowchart)

Note: All decisions made regarding entry,
  exit, or state assessments of a LEP/SE
student must be made in consensus by the
  ARD in conjunction with the LPAC.


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 Decision-Making Procedures
 (Please refer to the LPAC/ARD Collaboration
             Assessment Flowchart)

   Note: If LEP/SE students are proficient in
LSRW in English, specific LEP exit criteria may
be set by the ARD in conjunction with LPAC. If
that criteria is met, the ARD in conjunction with
    LPAC will meet at the end of the year to
             formally exit the student.
          Documentation
 All standard LPAC and ARD documentation
  still applies.
 There are many variables to consider when
  determining if a SE student is also LEP (refer
  to handout). Discussion of these variables
  should be documented at the ARD/LPAC
  meeting.
 ARD/IEP SUPPLEMENTS:
    Compilation of critical data for LEP Entry
    Compilation of critical data for LEP exit


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