[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-498634-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-498634-en":131},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","lpac-framework-trainer-notes-2018-2019","LPAC Framework Trainer Notes 2018-2019","","Trainer facilitator notes for LPAC Framework 2018-2019, including pre-training preparation, welcome and participant logistics, and a detailed checklist of required handouts (agenda, LPAC framework manual, chapter 89 materials, reflection/application tool, year-at-a-glance, and English learner identification-reclassification flowcharts). Includes session guidance to pause, reflect, discuss, and record learning, plus instructions on reviewing objectives and language terms using the source citation 19 TAC §89.1203.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/lpac-framework-trainer-notes-2018-2019/498634/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/lpac-framework-trainer-notes-2018-2019/498634.png","ImageObject",300,407,{"name":42,"@type":43},"cksankcs","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-09","2026-10-02",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",11,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What should the trainer prepare before the training begins?","Question",{"text":63,"@type":64},"Prepare packets or binders with all needed materials, welcome participants, introduce yourself and any co-presenters, and share logistics such as restroom locations, breaks, and lunch.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which materials are required for participants in the training?",{"text":68,"@type":64},"Participants should have copies of the agenda, LPAC Framework Manual 2018-2019, Chapter 89, the Reflections and Application Tool, the Year-at-a-Glance, and both English learner identification-reclassification flowchart versions (blank and completed).",{"name":70,"@type":61,"acceptedAnswer":71},"Where do the definitions of key terms come from and how are they introduced?",{"text":72,"@type":64},"The notes reference 19 TAC §89.1203. The trainer should inform participants that the definition of each term will be introduced when the term is first used in context.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},498634,1791118700,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},8,"Research & Report",30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":124,"slug":126},10,"Lifestyle","lifestyle",{"id":128,"doc_module":4,"doc_module_name":25,"category_name":129,"show_sort_weight":96,"slug":130},19,"General","general",{"code":4,"msg":82,"data":132},{"doc_id":79,"user_id":133,"nickname":42,"user_avatar":134,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":140,"language":141,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":12,"update_tm":145,"read_time":146,"preview_page_count":4},3985747882755,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Slide 2  \nNote to trainer:  \nPrior to the training, prepare packets or binders with the materials needed. Welcome the participants and introduce yourself along with any other co-presenters that may be assisting you in the delivery of the training. Share logistical information with the participants, such as the location of restrooms, breaks, lunch, etc.  \nMaterials needed:  \nEnsure each participant has one copy of each of the following.  \n• Agenda  \n• English Learner Identification-Reclassification Flowchart-blank  \n• LPAC Framework Manual 2018-2019  \n• Chapter 89  \n• Reflections and Application Tool  \n• Year-at-a-Glance  \n• English Learner Identification-Reclassification Flowchart  \nSlide 3  \nNote to trainer:  \nShare with participants the copyright notice.  \nMaterials needed:  \nNone  \nSlide 4  \nNote to trainer:  \nReview the information on the slide.  \nMaterials needed:  \nNone  \nSlide 5  \nNote to trainer:  \nReview the information on the slide.  \nMaterials needed:  \nNone  \nSlide 6  \nNote to trainer:  \nReview the information on the slide.  \nMaterials needed:  \nNone  \nSlide 7  \nNote to trainer:  \nTell the participants that they will have many opportunities to pause, reflect, discuss, and record their learning on the provided Reflections and Applications tool and the blank English Learner Identification-Reclassification flowchart.  \nReview the language objective with the participants, and let them know that the language objective will be the same for each section of the training.  \nPoint out that each section of the training will have a specific content objective.  \nMaterials needed:  \n• Reflections and Application Tool  \n• English Learner Identification-Reclassification Flowchart-blank  \nSlide 8  \nNote to trainer:  \nSource: 19 TAC §89.1203  \nLet the participants know that the definition of each term will be introduced when the term is first used in context.  \nThe following words and terms, when used in this subchapter, shall have the following meanings, unless the context clearly indicates otherwise.  \n1) Bilingual education allotment--An adjusted basic funding allotment provided for each school district based on student average daily attendance in a bilingual education or special language program in accordance with Texas Education Code (TEC),§42.153.  \n2) Certified English as a second language teacher--The term \"certified English as a second language teacher\" as used in this subchapter is synonymous with the term\"professional transitional language educator\" used in TEC, §29.063.  \n3) Dual language immersion--A state-approved bilingual program model in accordance with TEC, §29.066.  \n4) Dual-language instruction--An educational approach that focuses on the use of  \nEnglish and the student's primary language for instructional purposes.  \n5) English as a second language program--A special language program in accordance with TEC, Chapter 29.  \n6) English language proficiency standards (ELPS)--Standards to be published along with the Texas Essential Knowledge and Skills for each subject in the required curriculum outlined in Chapter 74 of this title (relating to Curriculum Requirements), including foundation and enrichment areas, ELPS, and college and career readiness standards.  \n7) English learner--A student who is in the process of acquiring English and has another language as the primary language. The terms English language learner and English learner are used interchangeably and are synonymous with limited English proficient (LEP) student, as used in TEC Subchapter B, Chapter 29.  \n8) Exit--The point when a student is no longer classified as LEP (i.e. , the student is reclassified), no longer requires bilingual or special language program services, and is classified as non-LEP in the Texas Student Data System Public Education Information Management System (TSDS PEIMS) . The term \"exit\" as used in this subchapter is synonymous with the description in TEC, Chapter 29, of \"transferring out\" of bilingual or special language programmi","cbCairxZqVS7mrah","https://ap.wps.com/l/cbCairxZqVS7mrah","pdf",9380202,133,"English","# Training preparation and materials\n# Participant guidance during the session\n# Key definitions (19 TAC §89.1203)","[{\"question\":\"What should the trainer prepare before the training begins?\",\"answer\":\"Prepare packets or binders with all needed materials, welcome participants, introduce yourself and any co-presenters, and share logistics such as restroom locations, breaks, and lunch.\"},{\"question\":\"Which materials are required for participants in the training?\",\"answer\":\"Participants should have copies of the agenda, LPAC Framework Manual 2018-2019, Chapter 89, the Reflections and Application Tool, the Year-at-a-Glance, and both English learner identification-reclassification flowchart versions (blank and completed).\"},{\"question\":\"Where do the definitions of key terms come from and how are they introduced?\",\"answer\":\"The notes reference 19 TAC §89.1203. The trainer should inform participants that the definition of each term will be introduced when the term is first used in context.\"}]","LPAC Framework Trainer Notes 2018-2019 | PDF",1790985456,335]