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The material introduces commissioner rules establishing a language proficiency assessment committee, defines key LPAC terms, and connects identification, placement, and reclassification processes to state criteria and accountability expectations. 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Chapa, M.Ed.  \nLanguage Proficiency, Biliteracy, and Cultural Diversity Director Center for Excellence in Education of Diverse Students Region One Education Service Center  \n[kchapa@esc1.net](kchapa@esc1.net)  @esc1bilingual  \nRemote Check-In Code: BOY2021  \nLet’s Chat!  \nWhat was the most valuable lesson you learned last school year?  \nWhat changes did you already put in place based on this new knowledge?  \nThis Photo by Unknown Author is licensed under CC BY-NC  This Photo by Unknown Author is licensed under CC BY-SA-NC  \nRemote Check-In Code: BOY2021  \nFRAMEWORK  \nIntroduction  \n19 TAC Chapter 89  \n19 TAC Chapter 89: Adaptations for Special Populations, Subchapter BB, last amended and effective on April 14, 2020  \nCommissioner’s Rules concerning the state plan for educating English learners state that all school districts that are required to provide bilingual education and/or English as a Second Language (ESL) programs establish and operate a language proficiency assessment committee (LPAC) .  \nCopyright © Notice  \nCopyright © 2020. Texas Education Agency. All Rights Reserved.  \nNotwithstanding the foregoing, the right to reproduce the copyrighted work is granted to Texas public school districts, Texas charter schools, and Texas education service centers for non-profit educational use within the state of Texas, and to residents of the state of Texas for their own personal, non-profit educational use, and provided further that no charge is made for such reproduced materials other than to cover the out-of-pocket cost of reproduction and distribution. No other rights, express or implied, are granted hereby.  \nFor more information, please contact: [copyrights@tea.texas.gov](copyrights@tea.texas.gov)  \nDivision of English Learner Support  \nJulie Lara-Martinez, PhD  \nDirector of English Learner Support  \nAmy Barra Johnson  \nBilingual Program Coordinator  \nCarlene Thomas  \nESL Program Coordinator  \nRoberto Manzo  \nCoordinator of English Learner Initiatives  \nRickey Santellana  \nTitle III Program Coordinator  \nDivision of Special Populations  \n[EnglishLearnerSupport@tea.texas.gov](EnglishLearnerSupport@tea.texas.gov)  \nTexas Administrative Code (TAC) Chapter 89 Terms, Subchapter BB  \nThe following words and terms are used in this sub chapter and throughout the training.  \n• Bilingual education allotment  \n• Certified English as a second language teacher  \n• Dual language immersion  \n• Dual-language instruction  \n• English as a second language program (ESL)  \n• English language proficiency standards (ELPS)  \n• English learner/Emergent bilingual  \n• Exit  \n• Reclassification  \n• School district (includes Charter schools and Districts of Innovation)  \n• Prekindergarten  \n• Alternative Language Program  \n• Parent  \nAnalogy of Key Terms   \n| Identification\u003Cbr>is to |  |  | Placement\u003Cbr>is to |\n| --- | --- | --- | --- |\n|  |  |  |  |\n| Reclassification\u003Cbr>\u003Cbr>|  | s | Exit\u003Cbr>|\n|  |  |  |  |\n\na  \nEqual Educational Opportunity   \nTo ensure equal educational opportunity, as required in the Texas Education Code (TEC), §1.002(a) and TEC 29.051, TAC Chapter 89 Subchapter BB 1201(a), policy states a school district shall:  \n(1) identify English learners based on criteria established by the state;  \n(2) provide bilingual education and ESL programs, as integral parts of the general program as described in the TEC, §4.002;  \n(3) seek appropriately certified teaching personnel to ensure that English learners are afforded full opportunity to master the essential knowledge and skills required by the state; and  \n(4) assess achievement for essential knowledge and skills in accordance with the TEC, Chapter 29, to ensure accountability for English learners and the schools that serve them.","cbCaiqvWNMJJhoYL","https://ap.wps.com/l/cbCaiqvWNMJJhoYL","pdf",3669942,133,"English","# Introduction\n## 19 TAC Chapter 89: Adaptations for Special Populations, Subchapter BB\n## Key Terms Used Throughout the Training\n## Equal Educational Opportunity Requirements","[{\"question\":\"What is the purpose of the LPAC framework in this training?\",\"answer\":\"It explains Texas commissioner rules requiring school districts to establish and operate a language proficiency assessment committee (LPAC) for language proficiency assessment of English learners.\"},{\"question\":\"Which areas are identified as key terms used throughout Subchapter BB?\",\"answer\":\"The training lists terms such as bilingual education allotment, dual language immersion, ESL program, English language proficiency standards (ELPS), English learner/emergent bilingual, exit, and reclassification.\"},{\"question\":\"What policy obligations must a school district follow to ensure equal educational opportunity?\",\"answer\":\"A district must identify English learners, provide bilingual education and ESL programs, seek appropriately certified teaching personnel, and assess achievement for essential knowledge and skills under the relevant Texas Education Code provisions.\"}]","2021-2022 Beginning of the Year Training - LPAC Framework | PDF",1790981548,335]