ARD/LPAC Collaboration Guidance

ARD/LPAC Collaboration Guidance
Who must attend an ARD/IEP meeting?
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If the LEP student is currently being served by ESL or Bilingual, both the LPAC admin and
LPAC teacher MUST attend the ARD.
If the LEP student is NOT currently being served (i.e.-refusal), then only the LPAC
administrator is needed at the ARD.
Students that have been EXITed from LEP status must be monitored for two school
years. While not required, it is strongly suggested the LPAC Administrator should attend
any ARD for these students in which lack of progress is addressed.
ARD/LPAC Collaboration
Initial LEP status
 Every student whose HLS shows a language other than English much have Oral
Language Proficiency Testing completed.
 Every second language student must have:
o HLS
o OLPT
o LPAC
 If student cannot be tested for oral language proficiency he/she must still
have LPAC. The LPAC will determine when to retest the student (usually at
K). Student can still be identified as LEP based on home information only.
o 3 year old PK can be offered to all LEP students.
 At the initial ARD/IEP for every second language student, the ARD/IEP committee, in
collaboration with key members of the LPAC, must determine LEP or non-LEP status for
the student if LEP status has not previously been determined. This generally will be all
students of pre-school age who are not in PK and students not enrolled at a campus in
LISD at the initial ARD/IEP meeting.
o EX: 3 year old coming from ECI – LEP status is established at initial ARD.
 Once LEP status is established it continues until eligible for consideration of Pre-EXIT
criteria in first grade or student meets criteria for EXIT established by TEA (refer to
English Proficiency EXIT Criteria Chart for regular EXIT criteria from LEP status).
Pre-EXIT and EXIT –using alternative criteria (Refer to TEA guidance at
Charthttp://www.tea.state.tx.us/WorkArea/linkit.aspx?LinkIdentifier=id&ItemID=
2147485459&libID=2147485459)
 If the student needs alternative exit criteria, a pre-exit ARD/IEP meeting MUST be held
during the first part of the school year.
o An EXIT ARD/IEP meeting must be held after receipt of the results of the
assessment used for EXIT criteria in the same year as the EXIT criteria was
established.
o If the student did not master the EXIT Criteria the ARD/IEP Committee in
collaboration with key LPAC members may carry the EXIT Criteria over into the
next school year if appropriate.
 Only those students not expected to attain English language proficiency or benefit from
second language support may be considered for alternative exit criteria.
ARD/LPAC Collaboration Guidance
School Year 2012-2013
7/12
EXIT using regular criteria (English Proficiency EXIT Criteria Chart)
 If the student does NOT need alternative LEP exit criteria, there is no need for a pre-exit
and exit form in the ARD to exit the LEP student – i.e. a student who meets the regular
EXIT criteria would not require a Pre-EXIT or EXIT ARD/IEP meeting.
Green Folders guidance:
Immediately upon determination of eligibility for any disability and placement in special
education, the green folder is given to the campus LPAC representative to be kept with the
other LEP students’ folders at the campus. This applies to every campus in the district.
If a preschool aged or private/home school student is referred for special education evaluation
and does not qualify, the green folder is assimilated into the SEAS folder and turned in to the
Special Education Records Secretary.
PK Information
At the informed consent meeting for special education evaluation, PK eligibility information will
be given to every parent of students aged 3 or 4.
ARD/LPAC Collaboration Guidance
School Year 2012-2013
7/12

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