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District leadership should be made known, clear lines of communication would be helpful (who should the campus call if there is a question?) Consistency in IEP writing from school to school would also be helpful.

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Will there be specific training in the near future to address LPAC and Sp Ed collaboration and/or cooperation and clear expectations in a dually identified student’s ARD. Or would this only be a district identified priority?

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Build in time to collaborate, do not require more unpaid time from teachers/paras

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It would be helpful for campus administration and SpEd campus level administration to be on the same page about what the expectations are of the adults who implement services.

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Accommodations for both SPED and LPAC dually available on state testing and TELPAS testing. …. Side note is if a student has read aloud accommodations then why are we not reading the passages on state testing? Could we not have half passages read aloud and half only the Q&A so we not only test their reading ability but their comprehension (if we only ever do the Q&A then we won’t get data past the ability to read to see the data of ability to comprehend).

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Maintaining a writing schedule for all dually student services with goals for all services and meet every six week with General Teachers EB, and SPED. to discuss goals.

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How does Sped support EB in the classroom if they do not speak the language? Can't find Bil Sped staff.

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Clear District Vission and Mission on how the campuses plan and streamline collaboration with teachers and ESL or SPED teacher to ensure that they are aligned in plan, process, and outcomes.

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Clearly defined roles and expectations for each person.

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Planned and streamlined collaboration with teachers and ESL or SPED teacher to ensure that they are aligned in plan, process, and outcomes.

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More training

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Shared access (as permitted) to platforms containing student data and service needs would be beneficial.

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Working with non-verbal communication students in the programs. How do we better serve on limited time for success on her part?

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Adding the staff, many are not well staffed with the extra paras for the extra help in these areas.

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Possible trainings on different ways to help with collaboration of programs for paras and teachers. This would help broaden the scope of classroom dynamics for these students.

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The different programs serving the student should take the time to learn each other's laws/policies so that we make the best decisions and not undo the services that one program already has for the student. These resources will be very helpful.

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Is there updated guidance on the identification process for students that are deaf and hard of hearing? What EB identification assessment considerations (since accommodations are limited) should be provided if the answers to their HLS include anything other than English that refers to sign language or signing due to their disability? What if their HLS has ASL as a response for the student's language or home's language?

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Professional development for LPAC Members focusing on the three main functions of the LPAC representative—speak to linguistic progress, discuss designated supports, offer expertise in SLA.

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Implement instructional coaching practices

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Use shared digital platforms to track student progress and interventions

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Our case managers (Sped and EBL) review a department collaboration form to better create an overall present levels of performance as well as identify supports needed for both student and teacher.

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Invite special education liaisons to attend EOY LPACs to align supports

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A specific role in the EB department that specializes in dually identified for EB/SPED identification, monitoring, ARDs, PEIMS, etc.

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TEA Learn for training in smaller districts.

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How can we support our dyslexic students on TELPAS?

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Specific training for staff, parents, and students with specific information for each group so they understand all moving parts and understand how they can specifically support the students and give the students to support and tools they need to be successful. Understanding how to build relationships and build capacity.

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PD for both SpEd and EB educators together.

PD for diagnosticians on the appropriate assessments and how to analyze the results from a biliterate lens. If these types of trainings exist, where can we find them?

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True team collaboration and communication doing what is best for these students so they can have what they truly need to achieve academic success and be able to flourish in society and be a productive citizen.

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District level understanding and training on how they can be supportive and put in place specific processes, procedures, and materials that will will truly help these teachers and students achieve student success.

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Diags, Special education teachers, ESL Specialists need time to collaborate and attend trainings that specifically address how to effectively collaborate as a whole.

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Ensuring that district and campus level staff know about the resource on identifying an EB student who may need SpED support.

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Office Staff PD on what Dually Identified is and how their role is critical in ensuring prompt identification and support.

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More funding to be able to recruit and retain certified staff

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Paraprofessional PD and resources that include modeling, scenarios to really assist paras and teachers.

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Examples in the guidance for Individualized Reclassification Process of linguistic considerations in the PLAAFP as evidence that the linguistic need of the student has been considered and met.

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Stronger efforts to integrate and prepare parents for their role as parents and as ARD members.

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There needs to be collaboration and support from admin to make these changes. We want our students to be successful. If we work as a team the students will see a difference.

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When developing support facilitation schedules (inclusion support) the campus needs to make sure that staff going in can meet not only the SPED needs, but the language needs as well.

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Proper PDs based on campus' needs

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Every PD should integrate best practices in pedagogy. Our teachers need different purposes for PD (Data, instruction, activities, strategies). Often, the resistance to support diverse populations stems from a lack of knowledge of what support looks like or how to plac

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Proper staff at district, so they can provide trainings and clarification to staff and teachers on how to fill out paperwork, PEIMS codes, etc.

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aligning the SPED and ARD meetings to occur concurrently may be timely but in the end supports alignment and students authentic needs.

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Mainstream Curriculum Coordinators and Special Populations Curriculum writers should not be separate entities; it confuses teachers and misdirects them. At the LEA level, all curriculum personnel should be certified in multiple areas, example, ELAR, SPED< ESL)

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Proper staff development trainings about strategies that can be used with the EB/SPED students.

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Paraprofessionals with content-based expertise

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Small charter district: no student is ever given Alt : I attempt to collaborate but am told “the criteria are too difficult- TEA won’t allow it” no matter which DI we are discussing. Mostly the definition of cognitive disability I think.

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Campus administrative staff needs to train SPED/EB staff (including paras) on how to serve EB’s effectively.

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Professional development comities at the School For The Blind on how to better support ELL students with technology such as apps on their iPads or computers would be very helpful.

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Lower student to teacher ratios to allow time to fully implement the IEPs of dually identified EB/SPED students.

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In speaking about dually identified support for students, what does this look like for 504 students with AU or ADHD diagnosis or our GT students who might also have some executive functioning or other things areas that need support? I think that these are populations that also are dually identified and need considerations as well.

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Paraprofessional required training because districts are looking at the bottom line and don’t include them or if they attend PD, they are unpaid for the time.

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Braille TELPAS released tests so my visually impaired EB students can have equitable access.

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There needs to be required training for ALL staff in how to identify and serve dually identified students.

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Amy, do you ever do this presentation with SPED directors? Even better, do you do this for all of district-level leadership? I feel this could be very impactful for SPED and EB leaders to go through together. Let the collaboration happen (or begin!) right there on the spot.

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Students with cognitive disabilities get supports on STAAR, but those supports do not extend to TELPAS. These students are not being tested fairly when their issue is not language based, but learning based.

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We have students that are diagnosed with dyslexia, for example, that are working to potential, but they get no supports on TELPAS reading. It isn't a language marker, it is a disability. How can we support them on TELPAS.

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Does TEA ever plan to publish more specific guidance on individualized reclassification criteria for TELPAS Alternate students? I understand it is student-specific, but the current document seems overly vague. Even some example scenarios would be helpful.

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As we've said, COMMUNICATION is key. Our district has 2 ESL Coordinators who liaise with the other departments, whether GT/SPED/504/MTSS.

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Shared training on guidance and procedures for ARD (diagnosticians, ARD facilitators, resource teachers) and LPAC coordinators. This training can clarify what are our individual and collaborative responsibilities. It can also emphasize the need for each party, ARD and LPAC, to collaborate with the other PRIOR to the actual ARD or LPAC meeting.

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Sped case managers need to change mindset from managing cases and services to provideing support and meeting the needs of the whole child. Compliance will fall into place.

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Training on characteristics of certain disabilities and/or more intentional staffing ahead of meetings so committee members have time to ask questions and prepare.

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Have SPED and LPAC collaborate to present PD to teachers of dually identified students and best practices/examples to ensure each student is being served properly.

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Identify key players to be part of the first cohort of trained members as you start to build capacity as per my comment in District Considerations

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ESL department staff and Sped staff need to attend collaboration training together to review the new resources and learn the difference between cooperation and collaboration.

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Consider alt cert teachers who are being asked to attend ARD meetings - how can they have time ahead of the meeting to sit with experts in their areas (sped, OT, PT, LSSP, LPAC, etc.) and learning so that the teacher is truly prepared to speak once the meeting starts.

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Communication-Communication-Communication

Processes in place.

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Support from district level administrators for resources, time for collaboration and training, and yes, money for additional people to ensure that collaboration and compliance is taking place.

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Increased training for all parties involved

Checklists with guiding questions to help support committees during decision making

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Training/PD for ARD facilitators to better understand all aspects of the meetings that they are leading.

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Processes in place for when new people come in.

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I truly appreciate all the guidance documents provided by TEA, but some times I find that it can be a bit ambiguous and may leave room for different interpretations within and across districts.

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Emergent Bilingual students with dyslexia are at a great disadvantage when taking TELPAS without accommodations and their chances to be eligible for reclassification are slim. These students deserve a way to be allowed to demonstrate their English proficiency in spite of their dyslexia.

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Describe the role and purpoe of the LPAC representative in an ARD and the ARD Representative in an LPAC along with a list of Guiding questions to be considered during the LPAC/ARD collaboration meeting.

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Different learners are seen as a separate entity in most trainings. They shouldn't have to be a separate line item. Needs of different learners should be automatically integrated into every PD regarding instruction.

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Design PL for SpEd teachers providing support in DL classrooms.

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Provide detailed guidelines on the establishment of Individualized Reclassification Criteria for eligible students. Committees struggle with the documentation of the criteria in the student's IEP.

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It would be extremely beneficial to have exemplars on how to write IEP goals that address the cognitive and language needs of our students. Since collaborative conversations are just starting, a crosswalk on how to collaborate on writing goals that blend the two or provide support, would give guidance that many are looking for.

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Universal Design for Learning (UDL) has great potential for serving dually identified students in an integrated way. I would love to see PD about UDL for educators at all levels (from paraprofessionals up to administrators)!

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PEIMS coding trainings on dually identified kids.

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Program Coordinator trainings on shared responsibilities for dually identified kiddos

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A how to serve dually identified students with instructional strategies for ESL Teachers/SPED teachers/intervention teachers.

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Can we please have specific guidance for the campus level implementation? like how we have to meet for the ARD during EOY to finalize special exit criteria.

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Standard PD as a foundation to provide based on the technical guide

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FAQ or guidance document that provides clarity and support for situations in which an Emergent Bilingual student has a dual identification, and other departments or teams are recommending or requesting that the student be removed from the Dual Language program.

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Has there ever been any discussion about having another means that dually aligned SpEd /EB students who are considered LTels (or LTEB) could possibly meet a different exit criteria? In addition to those who are STAAR Alt eligible? We have some students whose cognitive abilities will keep their language proficiency fossilized .

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Using the new technical guide to either create or modify district PD for campuses with DL - cover expectations and guidance on how to proceed with EB students who may be SPED or who need intervention (and not SPED testing)

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Do we have a link to connect dually identified students on the LPAC site of

https://www.txel.org/lpac

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Chapter 89 Crosswalk
The Commissioners Rules in Chapter 89 Subchapter BB became effective August 9, 2023. For a detailed review of the changes, review the Chapter 89 Crosswalk page.
8/29/23

Published - Statewide Home Language Survey
As part of the adopted revisions to Adopted Revisions to 19 Texas Administrative Code (TAC) Chapter 89, Subchapter BB effective August 9, 2023 includes a Statewide HLS Letter that will be given to all students across the state of Texas upon initial enrollment to Texas public schools. You can find the Home Language Survey under the LPAC forms tab.

8/11/23

Published - Summer School Guidance
As you begin planning for summer school, use the updated Summer School Guidance document.You can find this document under the Frequently Used Resources menu option.
3/1/23

Published - End of Year LPAC Checklist
Make sure to use the End-of-year LPAC Checklist.You can find this document under the Frequently Used Resources menu option.
1/12/23

LPAC Website Update
To meet the needs of LPAC members, the website will be updated with improved organization.
5/31/22

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Supporting Emergent Bilingual Students in Texas

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Specific training and resources for diagnosticians working with EB students.

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An identification assessment that takes into account child's disability.

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Will an updated form be provided to districts on the reclassification of EBs who also have Identified Special Needs? It would be very helpful to have this as a standardized form.

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Campus Improvement Plan updated and Providing Dually Identified PD and Involving parent/student testimonials for BOY Staff Development (Cooperation & Collaboration).

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PSJA DL Dept. recently hosted a Parent Newcomer Watch party in correlation with Region 1. Suggestion would be to have a Parent Special Ed EB Parent Watch Party as well. :)