An LPAC, or Language Proficiency Assessment Committee, is a school-based committee responsible for identifying students who are learning English, placing them in appropriate language support programs, and tracking their progress over time. Required by Texas education law, LPACs operate in every public school district in the state and play a central role in decisions affecting Emergent Bilingual (EB) students from the moment they enroll through the point they’re reclassified as English proficient.
What the LPAC Does
The committee’s job spans the full arc of a student’s language development. At a high level, an LPAC reviews information on every potential and identified Emergent Bilingual student at three key points: when a student first enrolls in a Texas public school, when a student transfers from another Texas district, and at the end of each school year.
The committee’s specific duties include designating each student’s English proficiency level, recommending placement in a bilingual education or English as a Second Language (ESL) program, facilitating access to other programs the student qualifies for, and deciding which version of the state standardized test each student should take. Before every round of state testing, the LPAC reviews each EB student’s situation and determines the appropriate assessment option.
How a Student Gets Identified
The identification process starts with a Home Language Survey, a short form given to every student enrolling in a Texas public school for the first time, from prekindergarten through 12th grade. If a response on the survey indicates a language other than English is used at home, the district must assess the student’s English proficiency using a state-approved test. For pre-K and kindergarten students, that test is the Pre-LAS. For first graders, it’s the listening and speaking portions of the LAS Links. Students in grades 2 through 12 take the full LAS Links, which covers listening, speaking, reading, and writing.
If any score on these assessments falls below the threshold for English proficiency, the student is classified as an English learner. The district then convenes an LPAC meeting to formally confirm the identification and recommend program placement. The entire process, from enrollment to LPAC decision, must be completed within four calendar weeks.
Who Serves on the Committee
LPACs are made up of school staff with relevant expertise in language acquisition and the student’s academic background. Members typically include a bilingual or ESL teacher, an administrator, and a parent representative. The committee reviews assessment data, teacher input, and academic records to make its recommendations. For students who also receive special education services, the LPAC coordinates with the student’s special education team to ensure both sets of needs are addressed.
Parent Rights and Notification
Parents have significant authority over LPAC decisions. When a child is identified as an Emergent Bilingual student, the school district must notify the parent in both English and the parent’s home language. That notification must explain the child’s classification, their English proficiency level, the recommended bilingual or ESL program, and the purpose and benefits of that program.
Placement in a bilingual or ESL program requires written parental approval. If a parent denies placement, the child won’t participate in the program, but they will still be classified as an EB student and will continue to take the annual English proficiency assessment (TELPAS) until they meet reclassification criteria on their own.
The same parental approval requirement applies at the other end of the process. When the LPAC recommends that a student be reclassified as English proficient and exit the program, the district must notify the parent in writing and get their approval before the exit happens. Parents who believe their district isn’t following the rules can file a formal appeal with the state commissioner of education.
Reclassification and Monitoring
At the end of each school year, the LPAC reviews every identified EB student’s English proficiency progress and academic achievement data. Using a state-published reclassification criteria chart, the committee determines which students have met the benchmarks for their grade level. Teachers also provide subjective input, and some students may need to take an additional norm-referenced achievement test approved by the Texas Education Agency.
Meeting the criteria doesn’t end the committee’s involvement. After a student is reclassified as English proficient and exits the bilingual or ESL program, the LPAC monitors that student’s academic progress for two full years. This monitoring period is meant to catch any students who may struggle academically without language support, so they can be re-evaluated if needed.
What Happens When Students Transfer
When an EB student transfers from one Texas district to another, the receiving district’s LPAC reviews the student’s permanent record and LPAC documentation from the previous school. The committee checks the student’s prior program participation, confirms placement with parental approval, and reviews both linguistic progress and academic achievement data to guide instruction going forward. The goal is continuity: the student shouldn’t lose ground or repeat steps already completed simply because they changed schools.
Why the LPAC Matters
For families navigating the Texas public school system with a child who speaks a language other than English at home, the LPAC is the committee that determines what kind of language support that child receives, how long they receive it, and when they’re considered ready to succeed without it. Every major decision about a student’s language services, from initial identification through program exit, flows through this committee. Understanding what the LPAC does and what rights you have as a parent gives you a meaningful say in your child’s education path.