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Framework Training

for Teachers

2026-2027

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Updates on Identification

Reclassification

Pre-K & Kindergarten: Students must be given an opportunity to demonstrate English proficiency annually. Modified criteria and guidance will be provided.
Parent approval is no longer required when an EB student meets reclassification criteria. Parents must be notified, and the student must no longer be reported as EB in PEIMS.
Students eligible for STAAR Alternate 2: Students with significant cognitive disabilities will follow a standardized alternative reclassification process.

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Pre-

Production

Beginning

Intermediate

High Intermediate

Advanced

Proficiency Level Descriptors (PLDs)

Listening	Speaking
Reading	Writing

Cross-curricular indicators of what students must know and do to meet academic content standards in all subjects.

The English Language Proficiency Standards (ELPS)

The 4

Domains

Description of the progression of those behaviors as students acquire more English.

Kinder-3rd

4th-12th

Student Expectations (SEs)

Training on the 26-27 new ELPS will be available as an asynchronous training in KickUp for school staff

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Full Name

Last Name, First Name

Indicators

EB

AT

RISK

Student Number 19….

EB is replacing LEP to designate English Learners/Emergent Bilingual Students.

EB will denote a monitored student. A former English Learner

that has met exit criteria and is English Proficient.

How to find your Emergent Bilingual Students in Skyward

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Purpose of the LPAC

The LPAC serves as the decision-making team for all students identified as Emergent Bilingual as well as students who are in the two-year monitoring period following reclassification from EB status to English Proficient (EP).

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Required LPAC Membership

Members of the LPAC serve as advocates for English learners ensuring that the affective, linguistic, and cognitive needs of each student are met.

A trained LPAC Parent Representative must be present at all LPAC meetings to serve as the representative parent for all LEP and Monitor students. The LPAC Parent Representative must be the parent of a current LEP student participating in a language program in the district. Parents of students who have been previously exited and are in Monitor status cannot serve as the LPAC Parent Representative, nor can parents who are employees of the school district or those who have denied language program participation for their child. The LPAC Parent Representative is a volunteer position. It is recommended that campuses recruit and train multiple parents who may be called upon to serve throughout the year, especially during high-volume times (BOY, MOY, EOY). The LPAC Parent Membership Request Letter found in the Appendix of this manual may be used to recruit parents to serve on the LPAC.

An interpreter should be available if the parent representative is not proficient in English.

Per TEA guidance, if all required members cannot be physically present in the same room to hold the LPAC meeting, video conferencing such as Skype may be used (the LPAC must be able to see and hear one another).

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How often does the LPAC convene?

Throughout the year as new students enroll at the campus

Initial meeting for students not previously identified, previously EB-identified or Monitor students

Following each report card grading period to monitor progress

For EB and Monitor students failing one or more core content courses

In the fall and/or spring to make STAAR and TELPAS decisions for EBs

At the end of the year to review progress, determine program participation and instructional accommodations, etc. needed for the upcoming year

Anytime during the year as needed to discuss the affective, linguistic, and cognitive needs of EB and Monitor students

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Responsibilities of the LPAC

The responsibilities of the LPAC include:

identification of EB students
assessment and documentation review
program placement and obtaining parent approval
instructional interventions and accommodations for assessment
coordination with other committees and services
annual review of linguistic and academic progress
monitoring

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Emergent Bilingual Data

Pflugerville ISD uses Ellevation:

identification of EB students
assessment and documentation review
documentation of program placement and obtaining parent approval
documenting instructional interventions and accommodations for assessment
documenting teacher input for State Testing and Grade monitoring

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How to use Ellevation

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Go to Classlink and click on the Ellevation App

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If you have any forms to fill out you will have a number in a red circle with the amount of forms you need that need to be completed

Click here to switch to a different dashboard

Ellevation Home Page

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Which Students Will I Find?

STUDENT LIST

EBs
Monitored Former EBs
Fully Exited Former EBs
Tested, Did Not Qualify
Non-EB

Students with EB history

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Filtering for my EB students

STUDENT LIST

Filter your students by EB status

Students with EB history

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Questions to ask?

Ex: Birth Country, Languages (Native or Home), and/or enrollment dates

Who are my Newcomers?

Do I have other students who speak that language who can help that student adjust?

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Questions to ask?

Ex: All Language Domains, Scale Scores, and/ or Growth Levels

Which students are at Expanding or Intermediate language levels?

What area do they need to grow in so I can bring them to the next level?

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Questions to ask?

STUDENT LIST

Ex: Birth Country, Languages (Native or Home), and/or enrollment dates

What other information can I find on the student profile?

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Reflect & Share

What Views will you use on a regular basis?

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What Views will you use on a regular basis?

Share which filters, fields, and charts will support your work.

Name: Example

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Questions to ask?

STUDENT LIST

Ex: Birth Country, Languages (Native or Home), and/or enrollment dates

What are the TELPAS PLDS?

How do I know what level the students are at and where they need to be?

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What Views will you use on a regular basis?

Share which filters, fields, and charts will support your work.

Name:

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400

Monitored

IEP

504

Dys

Adv. High - 113

Advanced- 148

Intermediate- 174

Beginning - 32

Pflugerville ISD Dashboard

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Need Activities to Support Your Students? Strategies Dashboard

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Instructional Strategies Dashboard- Who Needs the Support?

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Are your students Regressing, Progressing, or Showing No Growth? TELPAS Dashboard

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Student List

You can filter, add them into groups, and change the fields to your liking

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Looking for Student Information?

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Demographics

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Instructional Accommodations for:

ELA

Math

Science

Social Studies

Anyone with Ellevation access can enter and see notes for the student

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EB Instructional Accommodations

Every student in grades 3 – 12 with a composite Beginner and/or Intermediate TELPAS level needs to have one EL Instructional Accommodation form completed in eStar
Teachers need to determine the linguistic accommodations they are currently using or may need to be using in the classroom to meet the linguistic needs of the student. These accommodations need to be documented in Ellevation.
Instructional accommodations should be monitored and adjusted throughout the year as needed.
Instructional accommodations must be reviewed and adjusted, as needed, during initial LPAC meetings, during grading period meetings to support students who are not passing all core content classes, during spring testing decision meetings to inform accommodations on TELPAS and STAAR, and during the end of year LPAC meeting for the following year.

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Test Results

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Based on each individual student scores on TELPAS.

Descriptors

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Student Schedule and Grades

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Grading Period LPAC – �Teacher Input Needed

Each grading period, the LPAC will meet to monitor the progress of:

All current EBs including parent denials

Monitor Year 1 & Monitor Year 2 students

Who are failing one or more core content area classes (ELA/Reading, Math, Science, Social Studies).

To determine causes of the failed class

And provide supports to the student, linguistic or otherwise, to ensure the student's success in school.

The LPAC shall discuss and document a plan for support which may include:

identifying and/or reviewing linguistic accommodations

content area intervention needs

tutorials/accelerated instruction needs

ways to meet affective needs, motivational strategies, etc.

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Grading Period LPAC – �Teacher Input Needed

We will use Ellevation for teachers to input feedback:

Video:How to complete Forms in Ellevation

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LPAC DECISION-MAKING FOR

STATE ASSESSMENTS

In the fall (EOC only) and spring of the current school year, the LPAC will convene to determine the appropriate assessment option for ELs before the administration of state assessments.

For each EL, the LPAC must maintain documentation of TELPAS participation and accommodation decisions in the student’s LPAC folder.

For each EL, the LPAC must maintain documentation of STAAR/EOC participation and accommodation decisions in the student’s LPAC folder. For both first-time STAAR/EOC testers and retesters, the LPAC must make and document testing decisions prior to each test administration.

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LPAC DECISION-MAKING FOR

STATE ASSESSMENTS

Complete TEA designated supports for State testing

Video link here

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LPAC DECISION-MAKING FOR

STATE ASSESSMENTS

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NEXT STEPS FOR TEACHERS

Provide feedback for accommodations for students with a composite TELPAS of Beginner or Intermediate in 3-5th

Provide feedback on students who are failing core classes

Reach out to campus LPAC team with questions regarding specific EBs

Request an LPAC meeting for students who are not making progress (as needed through out the year)
Provide feedback for students during STAAR and TELPAS

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I think ____

because___

Name

Question:	What is one way you are going to support your EB students this year?
Signal:	Stand. Sit when you are ready to answer the stem..
Stem:	One way that I am going to support my EB students is……
Share:	Share out with your partner using the stem. (person with the longest hair goes first)
Assess:	wheel

QSSSA:	Supporting EB students

QSSSA Checklist
	Question uses the key academic vocabulary	Q
	Question reflects the content objective
	Question is open ended
	Signal is clear and a visual is provided	S
	Signal is accessible to all students	S
	Stem matches the question	S
	Stem addresses the language needs of my students
	Stems are provided for different levels and include work bank (if needed)
	Sharing opportunity is provided in small group	S
	System to Randomly Assess students is provided	A

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