The LPAC must notify parents of students who exit programs. The LPAC will continue to monitor exited students for two years to determine whether or not the student is academically successful. Academic success is based on mastery of TAAS and passing grades. After-school tutoring was identified by students as critical to their transition to mainstream classes. There is no programmatic change for Spanish-speaking LEP students, except advancing ESL levels.
Chinese students progress from the self-contained class, to partial mainstream, to full mainstream.
Recent Haitian immigrants are placed directly into the bilingual class at the age-appropriate level. Recent immigrants are likely to be level ones in terms of English language proficiency. If they are Spanish speaking, they are placed in Spanish content area classes. In both cases, they are placed at the age-appropriate grade level and in the first level ESL class. Newcomer students with no English are placed in beginning LAMP classes within the beginning LAMP family.