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The document outlines program philosophy, design, goals, and continuous improvement processes, and defines bilingual/ELL policy and background context. It details personnel roles, responsibilities, campus leadership functions, and parent participation expectations. 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........................................................................................................................ 4  \n2016-17 Campus LPAC Facilitators ......................................................................................... 4  \nProgram Philosophy ........................................................................................................................ 5  \nProgram Design ............................................................................................................................... 5  \nProgram Goals................................................................................................................................. 5  \nContinuous Improvement ....................................................................................................... 5  \nBilingual/ELL Policy ......................................................................................................................... 5  \nBackground ............................................................................................................................. 6  \nCh. 89 Adaptations for Special Populations............................................................................ 6  \nTexas Education Code Subchapter B ...................................................................................... 7  \nBilingual Education and Special Language Programs ................................................................. 7  \nPersonnel Roles & Responsibilities for Bilingual/ESL...................................................................... 7  \nDistrict Directors of Secondary and Elementary Programs .................................................... 7  \nCampus Principal..................................................................................................................... 8  \nLPAC Facilitator ....................................................................................................................... 8  \nBIL/ESL Teacher....................................................................................................................... 9  \nThe Classroom Teacher ........................................................................................................... 9  \nCampus Counselor .................................................................................................................. 9  \nParents of ELLs ...................................................................................................................... 10  \nELL Programs in DISD .................................................................................................................... 10  \nProgram Content & Design ................................................................................................... 10  \nTransitional Bilingual Early Exit Program .............................................................................. 11  \nESL Program .......................................................................................................................... 11  \nExceptions to the Required Bilingual Program ............................................................................. 12  \nWaiver of ESL Certification ........................................................................................................... 12  \nOverview of the LPAC Process ...................................................................................................... 13  \nLPAC Membership......................................................................................................................... 14  \nCommittee Membership....................................................................................................... 14  \nMembership Guidelines....................................................................................","cbCaigo4EE83oUK7","https://ap.wps.com/l/cbCaigo4EE83oUK7","pdf",1538231,38,"English","# BIL/ESL Department\n# 2016-17 Campus LPAC Facilitators\n# Program Philosophy\n# Program Design\n# Program Goals\n# Continuous Improvement\n# Bilingual/ELL Policy\n# Background\n## Ch. 89 Adaptations for Special Populations\n## Texas Education Code Subchapter B\n## Bilingual Education and Special Language Programs\n## Personnel Roles & Responsibilities for Bilingual/ESL\n## District Directors of Secondary and Elementary Programs\n## Campus Principal\n## LPAC Facilitator\n## BIL/ESL Teacher\n## The Classroom Teacher\n## Campus Counselor\n## Parents of ELLs\n## ELL Programs in DISD\n## Program Content & Design\n## Transitional Bilingual Early Exit Program\n## ESL Program\n## Exceptions to the Required Bilingual Program\n## Waiver of ESL Certification\n## Overview of the LPAC Process\n## LPAC Membership\n## Committee Membership\n## Membership Guidelines\n## Duties & Responsibilities\n## Beginning of the Year LPAC (BOY)\n## Mid-Year LPAC (MOY)\n## End of the Year LPAC (EOY)\n## Special or as needed LPAC (AYL)\n## Parent Permission/Denial\n## Identification of LEP Students\n## New DISD Students Not Previously Identified BIL/ESL\n## Current DISD BIL/ESL Students (Intra-District Transfers)\n## New DISD Students (Previously Identified BIL/ESL)\n## Home Language Survey\n## Exit/Reclassification of ELL Students\n## Monitoring ELL Students after Exit\n## Monitoring Transition (M1 & M2)\n## Coordination with Other Programs\n## PEIMS Documentation & Responsibilities","[{\"question\":\"What is the purpose of the Dickinson ISD ESL and Bilingual Program Guidelines for 2016-2017?\",\"answer\":\"The guidelines establish how the district organizes and delivers ESL and bilingual services, including program philosophy, design, goals, continuous improvement, and the applicable bilingual/ELL policy framework.\"},{\"question\":\"Who are the key roles and responsibilities in the BIL/ESL and LPAC processes?\",\"answer\":\"The document specifies personnel responsibilities for roles such as district directors, campus principals, LPAC facilitators, BIL/ESL teachers, classroom teachers, campus counselors, and parent involvement expectations.\"},{\"question\":\"How does DISD conduct the LPAC process and handle student identification, exit, and monitoring?\",\"answer\":\"It describes LPAC membership and duties across the year (BOY, MOY, EOY, and as-needed LPAC), outlines parent permission/denial, provides procedures for identifying LEP students, and covers exit/reclassification plus monitoring after exit.\"}]","Dickinson ISD English as a Second Language (ESL) & Bilingual Program Guidelines - 2016-2017 | PDF",1790981701,96]