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Describes benefits such as literacy and content instruction in the home language, English instruction for language development, targeted cross-linguistic opportunities, and support for bicultural identity. Provides parent options to deny bilingual services, including acknowledgement of annual TELPAS assessment, use of ELPS, potential linguistic accommodations on assessments like STAAR, and clarification of differences between bilingual education and ESL 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463-9838 FAX • [tea.texas.gov](tea.texas.gov)   \nStudent Name:   District/Charter Name:    \nStudent ID\\#:   Grade:   Campus Name:   \nBILINGUAL PROGRAM  \nPARENTAL DENIAL of PROGRAM SERVICES  \n19 TAC Chapter 89, Subchapter BB, §89 . 1240(a)  \nDate Sent:    \nDear Parent/Guardian,  \nThe Language Proficiency Assessment Committee (LPAC) has identified your student as Emergent Bilingual and has recommended that your child be placed in a bilingual program required by state law.  \nParticipating in the bilingual program will benefit your child’s academic and language development.  \n• Instruction in literacy and the content areas in your child’s home language to continue developing and strengthening their listening, speaking, reading, and writing skills.  \no Summer school opportunities for kinder and 1st-grade students  \n• Instruction in English for second language development and acquisition of listening, speaking, reading, and writing skills.  \n• Targeted opportunities to build and make connections from one language to another to use all linguistic resources.  \n• Build and strengthen bicultural identity and understanding by fostering respect and confidence for self and others.  \n• Access to a homeroom teacher who can communicate in English and the home language.  \nIf you have indicated that after conferring with your school you do not want your child to participate in the bilingual program , please initial each of the following statements, mark your decision, and sign below.  \n  The benefits of participation in the bilingual program have been explained to me in further detail and beyond what is listed in this document.  \n  It has been explained to me that my child will be identified as an emergent bilingual (EB) student even if he/she does not participate in the bilingual program  \nNovember 2024 Page 11  \nBilingual Program Parental Denial of Program Services  \nCommissioner Mike Morath  \n1701 North Congress Avenue • Austin, Texas 78701-1494 • 512 463-9734 • 512 463-9838 FAX • [tea.texas.gov](tea.texas.gov)   \n  It has been explained to me that my child will be assessed annually with the Texas English Language Proficiency Assessment System (TELPAS) which includes four domains; reading, writing, speaking and listening, until he/she meets reclassification criteria to be classified as English proficient.  \n  As an EB student, my child’s teacher will incorporate the English Language Proficiency Standards (ELPS) in instruction to prepare my child for the TELPAS, even though he/she does not participate in the bilingual program.  \n  It has been explained to me that the LPAC may recommend linguistic accommodations (designated supports) on state assessments such as the STAAR if my child uses these accommodations regularly in classroom instruction.  \n  The differences in bilingual education and ESL services have been explained to me.  \nBilingual Staff Member Signature:   Date:   District/Charter Position:    \n☐ I do want my child to participate in the bilingual program now that the benefits have been explained to me.  \n☐ I do not want my child to participate in the bilingual program that the LPAC has recommended; however, I do want my child to participate in an English as a Second Language (ESL) program.  \n☐ I do not want my child to participate in any language programs (bilingual education or ESL) . I have initialed each statement above to indicate my understanding of the parental denial of services.  \nSignature of Parent/Guardian:   Date:    \nNovember 2024 Page 12","cbCaivHDM43nOL4G","https://ap.wps.com/l/cbCaivHDM43nOL4G","pdf",1032438,"English","# Letter: Parental Denial of Bilingual Program Services\n## LPAC recommendation and benefits\n## Parent/guardian decision statements\n## Signatures and program selection options","[{\"question\":\"Why is the LPAC contacting the parent or guardian?\",\"answer\":\"The LPAC identified the student as an Emergent Bilingual and recommended placement in a bilingual program required by state law.\"},{\"question\":\"What benefits does the letter describe for participating in the bilingual program?\",\"answer\":\"It explains academic and language development support, including home-language instruction for literacy, English instruction for language acquisition, targeted opportunities linking languages, and fostering bicultural identity.\"},{\"question\":\"If parents deny bilingual program services, what assessments still apply?\",\"answer\":\"The letter states the student will be assessed annually with TELPAS in reading, writing, speaking, and listening until reclassification criteria are met.\"}]","Bilingual Program - Parental Denial of Program Services | PDF"]