The Mid-Year LPAC: Setting ELLs Up for Success in Texas


If you follow our blog, then you’ve probably read a thing or two about the
Language Proficiency Assessment Committee, or LPAC, in Texas. All decisions about English Language Learners (ELLs) - from program placement and designated supports setting, to exit decisions and post-exit monitoring - are required to be made by the LPAC.

Middle-of-Year LPACs are currently under way in Texas where educators are setting designated supports that will be used during the STAAR assessments this spring. With more than 800,000 ELLs in Texas, it’s a painstaking process. Furthermore, Texas requires classroom teachers to provide important context and recommendations to inform these crucial decisions.

As we’ve noted in a prior blog post, collecting feedback from teachers often includes methods such as classroom visits, attending multiple PLC meetings, delivering (and then collecting) feedback forms, or setting up a massive shared Google doc where educators enter recommended supports.

“From the beginning, we knew that handing a teacher a piece of paper about a student wasn’t providing all of the information that the teacher needed in order to support their individual needs,” says Pascuala Sifre, Compliance Coordinator at Garland ISD. “The paper-based process was a time-consuming and inefficient way to keep track of student information.”

Thankfully, Ellevation can help districts collect teacher feedback without breaking a sweat. Whether you’re collecting input for reclassification or monitoring recently exited students, Ellevation can help you establish collaborative workflows that seamlessly collect and assemble information from classroom teachers, so you have the context you need to make informed decisions. Check out Ellevation Collaborate if you want to learn more.

“Having all historical LPAC decisions in one place, alongside key student data … has allowed our department to focus on continued professional development directed at supporting students, not just compliance,” said Deb Tietjen, Coordinator of BE/ESL Programs at Garland Independent School District.

With more time devoted to serving students and making purposeful LPAC decisions, districts can ensure that their ELLs receive the supports they need during state testing to help them achieve proficiency.

To read more about how Garland supports individual student needs with Ellevation, check out this case study.

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