All students who enroll in this school district will complete a home language survey. If this survey indicates that a language other than English is spoken in the home or is spoken by the student, the student must be referred to the ESOL teacher for evaluation. Tests will be administered and students who are found to be limited English proficient (LEP) and are immigrants to the United States may enroll in ESOL classes. These classes are offered on the high school campuses. The focus of ESOL classes is on intensive development of listening, speaking, reading, and writing skills in English. Two years or credits of ESOL will count as elective credits.
Each school district that is required to offer a bilingual education and special language program shall establish a language proficiency assessment committee.
For a Bilingual LPAC:
Each committee shall include a professional bilingual educator, a professional transitional language educator, a parent of a limited English proficiency student, and a campus administrator.
For an ESL LPAC:
Each committee shall include one or more professional personnel, a parent of a limited – English proficient student participating in the program designated by the district.
Upon the student's initial enrollment and at the end of each school year, the language proficiency assessment committee shall review all pertinent information on all limited English proficient students identified in accordance with TAC §89.1225(f) (relating to Testing and Classification of Students), and shall:
* Designate the language proficiency level of each limited English proficient student in accordance with the guidelines issued pursuant to §89.120(b) and (d) (relating to Program Content and Design);
* Designate the level of academic achievement of each limited English proficient student;
* Designate, subject to parental approval, the initial instructional placement of each limited English proficient student in the required program;
* Facilitate the participation of limited English proficient students in other special programs for which they are eligible provided by the district with either state or federal funds; and
* Classify students as English proficient in accordance with the criteria described in §89.1225(h) (relating to Testing and Classification of Students), and recommend their exit from the bilingual education or English as a second language program. For more information on the Language Proficiency Assessment Committee, visit the following link: http://portal.esc20.net/portal/page/portal/esc20public/bilesl/LPACFramework
Linguistic accommodations are English-language supports that help make content area instruction accessible to ELLs. The proficiency level descriptors, which describe the English that ELLs are able to understand and use at each proficiency level, guide teachers in providing appropriate linguistic supports and accommodations.
The following are the two program models of an English as a second language (ESL) program in Texas:
(1) English as a second language/content-based: an English program that serves students identified as students of limited English proficiency in English only by providing a full-time teacher certified under TEC §29.061(c) to provide supplementary instruction for all content area instruction.
(2) English as a second language/pull-out: an English program that serves students identified as students of limited English proficiency in English only by providing a part-time teacher certified under TEC §29.061(c) to provide English language arts instruction exclusively, while the student remains in a mainstream instructional arrangement in the remaining content areas.
TELPAS assesses the English language proficiency of K–12 ELLs in four language domains—listening, speaking, reading, and writing. English language proficiency assessments in Grades K–12 are federally required to evaluate the progress that ELLs make in becoming proficient in the use of academic English.
The assessment components for Grades K–1 and 2–12 differ in the following ways:
* Grades K–1 - TELPAS includes holistically rated listening, speaking, reading, and writing assessments based on ongoing classroom observations and student interactions.
* Grades 2–12 - TELPAS includes multiple-choice reading tests, holistically rated student writing collections, and holistically rated listening and speaking assessments. The listening and speaking assessments are based on ongoing classroom observations and student interactions.
(Please note: Holistic assessment approaches measure abilities as a whole rather than as skills in isolation. Holistic assessments are useful for evaluating abilities that are performed in a synthesized, rather than isolated, way. In a holistic assessment of swimming, for example, individuals are evaluated on their ability to actually swim rather than on how well they perform isolated skills related to floating, kicking, breathing, speed, and stamina. Holistic evaluation approaches are often used to assess abilities that are directly observable, such the ability to sing, drive, swim, write, or use a second language.) For more information on TELPAS please visit the following link: http://www.tea.state.tx.us/student.assessment/ell/
To exit from a bilingual education or English as a second language program, a student may be classified as English proficient at the end of the school year in which a student would be able to participate equally in a regular, all-English, instructional program.
The determination shall be based upon all of the following:
* TEA-approved tests that measure the extent to which the student has developed oral and written language proficiency and specific language skills in English;
* Satisfactory performance on the reading assessment instrument under the Texas Education Code, §39.023(a), or a TEA-approved English language arts assessment instrument administered in English, or a score at or above the 40thpercentile on both the English reading and the English language arts section of a TEA-approved norm-referenced assessment instrument for a student who is enrolled in Grade 1 or 2; and
* TEA-approved criterion-referenced written tests when available and the results of a subjective teacher evaluation.
For more information, please click here to view the Exit Criteria Chart.
Does the LPAC evaluate the student's progress after exiting the English as a Second Language program
The language proficiency assessment committee shall reevaluate a student who is transferred out of a bilingual education or special language program during the first two years after a student is exited if the student earns a failing grade in a subject in the foundation curriculum during any grading period and determine whether the student should be reenrolled in a bilingual education or special language program. TEC§29.0561(g)