The importance of Designated Supports for ELLs

Monday, Feb. 26 is the last date to attend the required MOY training. Register in OneSource, Course #930006 for elementary/middle school administrators, and Course #930003 for high school administrators. 

Each English Language Learner who enters a classroom comes with a unique academic need, background experience, culture, personality and language. Being able to recognize all of these factors and many more will make an impact on how the student learns a second language, gains understanding of content concepts and effectively adjusts to a new environment.

Compliance Senior Manager, Patricia Sanchez, is constantly making sure HISD campuses continue offering  English learners the appropriate support to excel academically.  “Every year the state provides us with updates to changes in policies and guidelines. This is why the Multilingual Compliance division offers year-round trainings to LPAC Administrators and support staff. We want to make sure that ELs have the support they need to reach their fullest potential,” she explains.

Currently, the division is offering the MOY LPAC Decision Making training for New and Returning LPAC Administrators to provide guidance on how to lead the LPAC in making TELPAS, STAAR assessment, and Designated Supports decisions.

“The decisions that the LPAC makes for English Learners are very important.  The committee must consider all available assessment data for each student in order to make informed decisions,” says Ms. Sanchez making special emphasis on “making these decisions on an individual student basis.”

The LPAC is responsible for making appropriate STAAR participation and designated supports decisions to positively impact the academic achievement of English learners. “There are special provisions that the state allows for students who meet specific eligibility criteria. For example, 3-8 grade unschooled asylees and refugees in their 1st year in U.S schools are exempt from taking any STAAR assessment, and ELLs enrolled in English 1 or ESOL 1, who meet specific eligibility criteria, are not required to retest if they pass the course but fail the English I EOC exam.  However, in order for these students to be given these provisions, the LPAC must gather and record student history information and document it accordingly.”

Walter Valenzuela, Data Quality Manager from the Multilingual department suggests that designated LPAC follow all the required administrative procedures and collect data for students to be eligible for the special provisions provided by the State. “Follow the systems and procedures posted on the Multilingual Department Site (SharePoint) Category 4. Basically, there are two important documents: the TELPAS Minutes Step by Step and the STAAR Minutes Step by Step.”

Additionally, there are other support resources available in Category 9: Standard Procedures. “These procedures apply to all three processes: BOY, MOY, and EOY”, Mr. Valenzuela clarifies.

To optimize time, the appropriate documentation of these informed decisions, Mr. Valenzuela explains that the SharePoint Collaboration site is the main platform. “We have been migrating all our paper forms to electronic forms in SharePoint, so that campuses as well as Central Office staff have immediate access—for example—the LPAC Operation Report. When it is updated, designated personnel will be automatically granted access to the Multilingual Campus Collaboration site according to their role. Also, each campus has one folder to save all the documents required for MOY.”


Find out who your Compliance Specialist is: Multilingual Programs Department Campus Support List

 

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