2023-24 ESL Policies and Procedures
What is ESL?
ESL is an intensive English language instruction program provided by ESL certified teachers who are trained in effective second language acquisition methods. The goal of ESL programs is for emergent bilingual students to attain full proficiency in English in order to participate equitably in school. The information below highlights the process of identifying and serving emergent bilingual students.
Introduction
Hunt ISD's ESL page has been created to assist campuses to understand the process in implementing the ESL programs. In order to close the achievement gap, Hunt ISD will commit to ensure English Language Learners achieve a high level of academic achievement and reduce the dropout rates of students through the following goals:
● The ESL program will be an integral part of the existing educational program.
● The program will utilize both the primary and English languages to achieve mastery of the English language as prescribed by the Texas Essential Knowledge and Skills (TEKS) and English Language Proficiency Standards (ELPS).
● The English as a Second Language (ESL) program will be implemented to facilitate English Language Learners to become proficient in the comprehension, speaking, reading and composition of the English language.
● The ESL programs will emphasize the mastery of mathematics, science, and social studies as integral parts of the academic goals for all students by providing ample opportunities for Emergent Bilinguals (EBs) to participate equitably in school.
● Methods, instruction, pacing, materials and/or language of instruction must be accommodated to ensure that EB students have a full opportunity to master the essential knowledge and skills of the required curriculum.
● Involve the learning community by providing information and encouraging participation in professional development opportunities about EB students’ needs on a continual basis.
● https://www.txel.org/lpac/ contains all necessary forms and records for the ESL teachers and LPAC committee to use during LPAC meetings and for program management and required documentation.
Summary of State Guidelines
With foundation in the Texas Education Code §21.451, 1987, “English is the basic language of the State of Texas.” The State legislature proposes that “mastery of basic English language skills is a prerequisite for effective participation” in the State’s educational program. The goal of the bilingual/English as a Second Language (ESL) program is to facilitate the Emergent Bilingual (EB) student’s integration into the regular program so they can be successful in school. ESL programs are transitional and must prepare the student to acquire English easily and effectively, so that the student may eventually perform proficiently in the regular classroom. The ESL program will be evaluated annually to determine the effectiveness of the programs. The Texas Education Agency has established guidelines for the ESL programs and informs the districts of any changes in the State guidelines. The following items highlight some of the more important points of the Commissioner’s Rules Concerning State Plan for Educating Limited English Proficient Students - See Chapter 89, subchapter BB
1. STATE POLICY ON EB STUDENTS
It is the policy of the State Board of Education that every EB student “be provided a full opportunity to participate” in either bilingual education or ESL. The goal of such programs shall be to enable EB students to become competent in the comprehension, speaking, reading and composition of the English language through the development of literacy and academic skills in the primary language and English (for bilingual education) and through the integrated use of second language methods (for ESL instruction). The basic curriculum content of the programs shall be based on the Texas Essential Knowledge Skills (TEKS) required by the State. (TAC, Chapter 89.1201)
2. DISTRICTS OFFERING SPECIAL LANGUAGE PROGRAMS
Any school district whose enrollment is at least 20 or more EB students in any language classification in the same grade level, e.g. 20 Spanish speakers in grade 1, must offer a bilingual education program. Otherwise, ESL must be offered.
3. CONTENT AND DESIGN
Each school district required to offer a bilingual education or ESL program shall provide each EB student the opportunity to be enrolled in the required program at his or her grade level. Instruction, pacing, and materials should be modified to ensure that EB students have a full opportunity to master the essential knowledge and skills of the required curriculum. Students participating in the bilingual education program may demonstrate their mastery of the TEKS in either their home language or in English. Students in the bilingual education and ESL programs shall participate with their English-speaking peers in such subjects as art, music and physical education.
4. CLASSES AND CLASSROOMS
a) Bilingual/ESL students must attend music, PE, and art classes with their English speaking peers in regular classes. Secondary students shall be given equal opportunity to enroll in these classes and all extra curricular activities. (TAC Chapter 89.1210g).
b) Bilingual/ESL classes shall be located in regular public schools rather than in separate facilities.
c) Instruction must be appropriate for the students’ level of educational attainment. Records must be kept of educational level and student progress.
5. INSTRUCTIONAL TIME– ESL CLASSES
“The amount of instruction provided in ESL shall be commensurate with the student’s level of English proficiency and his/her level of academic achievement. The student’s level of English proficiency and academic achievement shall be designated by the LPAC. In Pre-Kindergarten through grade 8, instruction in ESL may vary from the amount of time accorded to instruction in English language arts in the regular program for non-limited English proficient students to a full-time instructional setting utilizing second language methods. The LPAC may recommend appropriate services that may include content courses provided through sheltered instructional approaches by trained teachers, enrollment in ESL courses, additional State elective English courses, and special assistance provided through locally determined programs.” (TAC, Chapter 89.BB, Section 1210.d.)
6. HOME LANGUAGE SURVEY
The Home Language Survey is given to each student new to the district in order to determine the student’s language classification. Parents or guardians of students in grade Pre-Kindergarten through grade 8, or students in grades 9 through 12 are required to sign the survey. The original HLS document becomes part of the student’s permanent record. No more than one HLS original is permissible.
7. ROLE OF LPAC
The role of the LPAC is to review all pertinent information on all EB students upon their initial enrollment and at the end of each school year. The LPAC designates the language proficiency and academic levels of each EB student; designates initial instructional/program participation in other programs for which they are eligible; classifies students as English proficient and recommends their exit from the bilingual education or ESL program; notifies parents (in writing) of students classification as EB, requests approval for placement in the bilingual education or ESL program, and monitors the academic progress of students exited from the program within the past two years.
8. EB IDENTIFICATION PROCESS
Each student with a language other than English on the Home Language survey (HLS) shall be administered the following assessments to determine English language proficiency:
(a) in grades Pre-Kindergarten through 12, a Texas Education Agency approved oral language proficiency test; and
(b) in grades 2 through 12, the English reading and English language arts sections from an approved norm-referenced assessment instrument unless the student’s ability in English is so limited that the administration (at his or her grade level) is not valid.
(c) Students who score below the designated level indicating limited oral English proficiency (grades Pre-Kindergarten through 12) or who score below the 40th percentile on either the English reading or English language arts sections of the approved standardized assessment instrument in grades 2– 12 are designated as EB and are recommended for placement in either the bilingual education or the ESL program.
9. TIMELINE FOR EB IDENTIFICATION
Students must be identified and enrolled in the appropriate program within four Calendar weeks of their initial enrollment in the district. Every EB student must have an initial LPAC on file.
10. RECLASSIFICATION TO NON-EB STATUS (ENGLISH PROFICIENT)
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11. DOCUMENTS IN STUDENT’S PERMANENT RECORD
The following documentation shall be included in the student’s permanent record (TAC, Ch.89BB, section 1220m):
●Home Language Survey
●ENTRY/RE-ENTRY LPAC document
-Identification of student as EB
-Designation of the student level of language proficiency
-Recommendation of program placement
-Dates of entry into the program
●Program permission/parental approval of entry letter
-Pre STAAR LPAC/ dates of exemptions from the criterion-referenced test, criteria used for this determination, additional instructional interventions provided to students to ensure adequate yearly progress;
- EXIT LPAC/ the dates of exit from the program and signed parent notification; and
-TRACKING LPAC/ the results of monitoring for academic success.
HUNT I.S.D. ESL PROGRAM
1. PROGRAM GOAL
●The long-term goal of the ESL program is to facilitate EB students to participate equitably in school.
●The ESL program enables the EB students to become competent in the comprehension, speaking, reading, and composition of English language through the integrated use of second language methods.
2. ENGLISH AS A SECOND LANGUAGE PROGRAM
a) Intensive instruction in the English language is stressed. It is based on an integrated development of listening, speaking, reading, and writing skills. The use of ESL strategies shall not impede the awarding of credit towards meeting promotion or graduation requirements.
b) EB students will be provided instruction in mathematics, science, health, and social studies in English using developmentally appropriate instructional strategies. The content area instruction will be structured to ensure students master the required essential knowledge and skills and higher order thinking skills in all subjects.
c) Each EB student needs daily content and language objectives, activities, and evaluation.
d) In subjects such as art, music and physical education, EB students will participate with their English-speaking peers in regular classes provided in these subjects. English Language Proficiency Standards are also required. Located in the Texas Administrative Code, Chapter 74.4, the ELPS apply to all grade levels and all subject areas. They are designed to outline language proficiency levels and student expectations for Emergent Bilingual students (EBs)
e) Methods, pacing, materials, and/or language of instruction must be accommodated to assist the EB student in mastering the essential knowledge and skills. General education teachers will accommodate EB students’ needs.
f) The most appropriate level of the state-adopted ESL texts shall be used.
g) Each EB student’s cultural background and prior learning experiences are integrated into the student’s curriculum.
h) EB students will be provided instruction, which uses developmentally appropriate instructional strategies to introduce basic concepts of the school environment, and instruction in English which instills confidence, self-assurance, and a positive identity with their cultural heritages.
i) History and cultural patterns of the United States and of the country of the student's primary language will be integrated into the program.
j) Continuous communication concerning the ESL student’s program and progress will occur between the ESL teacher and foundation teachers.
k) EB students will have a meaningful opportunity to participate with other students in all extracurricular activities.
l) The ESL program will address the affective, linguistic, and cognitive needs of EB students as follows:
Affective– EB students will be provided instruction using second language methods in English to introduce basic concepts of the school environment which instills confidence, self-assurance, and a positive identity with their cultural heritages. The program will address the history and cultural heritage associated with both the students’ home language and the United States;
Linguistic– EB students will be provided intensive instruction to develop proficiency in the comprehension, speaking, reading, and composition of the English language. The instruction in academic content areas will be structured to ensure students master the required essential knowledge and skills and higher order thinking skills in all subjects; and
Cognitive– EB students will be provided instruction in English in mathematics, science, health and social studies using second language methods. The instruction in academic content areas will be structured to ensure students master the required essential knowledge and skills and higher order thinking skills.
ESL LITERACY AND ACADEMIC LANGUAGE PLAN
The ESL program in Hunt ISD reflects the National standards. Our goals are to:
●use English to communicate
●use English to achieve academic success
●use English in socially appropriate settings English Language Learners will understand the many advantages of communicating effectively in English. However, the intent is not to cause students to lose their native language proficiency.
Students need to:
●participate in social interaction through the use of both spoken and written English for personal expression and enjoyment
●use learning strategies to extend their communicative competence
Competence in English language is critical for the EB student to succeed and to achieve academic success. Students must use spoken and written English in their schoolwork in order to compete academically with native-English-speaking peers. Expectations must be high so that students:
●interact in English
●use English to obtain, process, construct, and provide subject matter information in spoken and written form
●use appropriate learning strategies to construct and apply academic knowledge
EB learners need to be able to adapt and interact in multiple social settings. They must be able to communicate effectively with peers and adults who are linguistically and culturally different than they are. Students will:
●use the appropriate language variety, register, and genre according to audience, purpose,and setting
●use nonverbal communication appropriate to audience, purpose and setting
●use appropriate learning strategies to extend their socio-linguistic and socio-cultural competence
ENGLISH LANGUAGE PROFICIENCY LEVELS IN TEXAS
Hunt ISD will abide by each of the following State of Texas expectations. The State of Texas has a philosophy of language learning that builds on the knowledge of the primary language and adds the English language on that foundation. English is not intended to replace the home language, but students are clearly expected to learn academic English in order to pass State exams and graduate successfully from high school. The State of Texas monitors academic achievement with the STAAR test in English and Spanish in grades 3-5, and English only in grades 6-12. It also monitors reading of all students in grades K-2. Additionally, for all students in K-12 identified as emergent bilinguals (EBs), the State monitors the progress in language proficiency in the four domains of language with the annual administration of the Texas English Language Proficiency Assessment System (TELPAS) test until they are reclassified as English proficient. The TELPAS results categorize student proficiency in English by language skill, i.e., Listening, Speaking, Reading and Writing, as wEB as providing a “Composite” score of proficiency. The following pages show the Proficiency Level Descriptors in each domain. Students fall into four categories: Beginner, Intermediate, Advanced and Advanced High. The Federal government has set Results Driven Indicators from the RDA manual to monitor progress and attainment of English proficiency. These objectives use the TELPAS results to determine the effectiveness of programs for Emergent Bilingual students. Students who are reading below grade level in English (in ESL) will be instructed using the State adopted textbook as well as leveled readers. Students who are reading on or above grade level in English will be instructed using content area State adopted materials.
HUNT ISD ENGLISH AS A SECOND LANGUAGE PROGRAM FORMATS AND EXPECTATIONS
STUDENT EXPECTATIONS
All English language learners are expected to succeed in school; their proficiency in English alone is not a factor that determines promotion or retention. All English language learners are expected to learn the Texas Essential Knowledge and Skills.
PROGRAM FORMATS
The district offers elementary ESL instruction in various formats: pull-out and content-based. The middle school offers a content-based program, with students receiving instruction in the regular English classroom.
ADDITIONAL RECOMMENDATIONS FOR TEACHERS OF EB STUDENTS
Teachers must create learning conditions and opportunities that encourage language acquisition and development. The use of many ESL methods and strategies will be strengthened by incorporating the following elements into lesson plans:
●daily use of ESL/ELA methods
●daily use of pair/share activities in Math, Science or Social Studies which create opportunities for language use and language negotiation between students
●daily use of SIOP (Sheltered Instruction Observation Protocol) in any subject area
●systematic integration of TEKS objectives and HOTS (Higher Order Thinking Skills) beginning in PK
In summary, ESL teachers will ensure the academic success of English language learners and will develop the students’ English language proficiency by utilizing the Texas Essential Knowledge and Skills, ELPS English Language Proficiency Standards, and monitoring student growth in accordance with the Texas English Language Proficiency Assessment System and State assessments. Teachers will review and utilize TELPAS scores to determine the level of support that the student needs. The use of ESL methods decreases according to the higher English proficiency of the student. Beginning level students require accommodations at all times. Beginning students need more contextual support than the intermediate student. Intermediate students can function without extra support in familiar settings with familiar topics only. Advanced and Advanced High students require support when the texts are new and/or complicated due to vocabulary, structure or content.
LPAC COMMITTEE
Each campus shall have a Language Proficiency Assessment Committee.
1. Members of Elementary LPAC:
A. an ESL teacher
B. transitional educator or classroom teacher
C. an administrator (the principal or the designee)
D. a parent of a bilingual/ESL student (NOTE: A parent employed by the District may not serve as a member of the LPAC.)
E. Other: Anyone else you wish to invite may attend an LPAC meeting: a counselor, a regular education teacher, the parent of the student, ARD committee, 504 committee, or other committees serving the student
2. LPAC Training: In order to ensure that everyone who signs the LPAC is aware of what they are signing, the committee members must receive a thorough training on their responsibilities as a committee member. All LPAC members must attend a training session offered by an ESC Region 20 or district ESL personnel.
3. Responsibilities: Members of the LPAC shall maintain confidentiality of all information concerning EB students. Their responsibilities are:
A. Identification: Review all pertinent information on EB students, such as the Home Language Survey (HLS) forms, the oral language proficiency test results in English and, if applicable, in Spanish, the achievement test results for grades 2-12, and any prior educational placement.
B. Placement: Recommend appropriate program placement for the EB student to attain his/her educational goals. The student’s language proficiency level shall be designated on the LPAC form.
C. English Learner Services: Original placement will be at an age appropriate level. A student’s enrollment in the bilingual/ESL program does not constitute a reason for or against retaining the student. An EB student cannot be retained because of Limited English Proficiency alone.
D. Review and Reclassification:
1. Review annually each EB student’s progress to determine appropriate placement by noting oral and written test scores, grades, parental opinion, and teacher evaluations.
2. For two years after reclassification as English Proficient, monitor the progress of each student who was formerly classified as EB and recommend future appropriate placement.
3. When a former or current EB student does not progress appropriately, the LPAC committee must review the student's progress, make instructional recommendations for interventions and accommodations to consider, if applicable, for placement in other programs (e.g. dyslexia, special education, 504). The committee should review all pertinent information, such as teachers’ evaluations, achievement tests, grades, and parental opinion.
E. Monitoring and Evaluation:
1.The LPAC shall monitor the academic progress of each student who has met criteria for reclassification in accordance with TEC, §29.056(g) for the first two years after reclassification.
2. Monitoring for the first two years after reclassification includes students who had a parental denial.
3.The LPAC’s sole responsibility for students in monitoring years 3 and 4 is to coordinate with PEIMS to ensure that students are coded appropriately.
4. The LPAC does not monitor academic progress of students in monitoring years 3 and 4
4. Evaluation:
A. All school districts required to conduct a bilingual education or English as a second language (ESL) program shall conduct an annual evaluation in accordance with Texas Education Code (TEC), §29.053, collecting a full range of data to determine program effectiveness to ensure student academic success.
B. The annual evaluation report shall be presented to the board of trustees before November 1 of each year and the report shall be retained at the school district level in accordance with TEC, §29.062. Annual school district reports of educational performance shall reflect
1. the academic progress in the language(s) of instruction for English learners;
2. the extent to which English learners are becoming proficient in English;
3. the number of students who have been exited from the bilingual education and ESL programs; and
4. the number of teachers and aides trained and the frequency, scope, and results of the professional development in approaches and strategies that support second language acquisition.
LPAC MEETINGS
The LPAC should meet as frequently as necessary to fulfill its responsibilities and duties on each campus with a Bilingual or ESL program. Each campus will conduct biannual LPAC meetings or as needed to meet the requirement of identifying and placing EB students within four weeks of their enrollment.
REASONS FOR LPAC MEETINGS
A. IDENTIFICATION: After initial testing (To Identify and Place a student in the appropriate program) LPAC must meet within 4 weeks of student’s enrollment in Hunt ISD.
B. PLACEMENT:
●Parent Denial– A student whose parent knowingly refuses the services for which his/her child is eligible. LPAC meets to discuss this student when the student is struggling in the all-English classroom.
●Reclassification– At the end of the year when a student qualifies for reclassification from the program, the student will need to have an reclassification LPAC
C. MONITORING AND EVALUATION: Monitoring– Two years of monitoring students who have exited the Bilingual or ESL program is done to assure success in the regular classroom and an additional two years of monitoring through coding in PEIMS
LPAC TIMELINES
August– September
●Most, but not all, initial LPAC meetings take place within the first 4 weeks of school to identify and place students in appropriate programs which fall in mid-September.
●Identify and LPAC any students who have moved into Hunt ISD who were identified at the last Texas school they attended.
●Send and retrieve appropriate parental approval letters as needed within ten days of initial program placement by the LPAC.
October- April
●Conduct Determination of Appropriate Assessment LPAC for students in the bilingual/ESL program and parent denials in grades K-12 to determine which assessments students will take. There is no set deadline for assessment decision LPACs but the guidance states it is recommended that LPACs make final assessment decisions as close as possible to state assessments to allow ample time for the student to make progress in learning English.
●Review recommendations for students experiencing difficulties in their current instructional placements.
●Test, identify and place newly enrolled EB students. **At any time during the year when a student enrolls for the first time in a Texas public or charter school the four calendar week deadline applies.
●Meet as necessary with new students.
●Monitor progress of identified EB students throughout the year.
●Monitor Parent Denials, M1 students (those who exited/reclassified one year before) and M2students (those who exited/reclassified two years before). LPAC will also convene as needed throughout the year if the exited or parent denial student earns a failing grade in the core curriculum during any two consecutive grading periods in the first two school years after exit.
May
●Conduct end-of-year LPACs to:
-Review program placement for EB students for the next year
-Review Parent Denials
-Reclassify/Exit students who meet criteria
-Send and retrieve program exit notification letters from parents of students exited from the Bilingual/ESL program
-Conduct reviews of students who have been exited or reclassified within the past two years.
-Update information on the student's LPAC form (continue in program, exit, reclassification of parent denials, etc.)
● In making the “eligibility for TELPAS / STAAR” determination, the LPAC shall consider the general and specific criteria for each student as required by the State of Texas. These State criteria appear on the following pages: Commissioner's Rules Concerning the Participation of English Language Learners in State Assessments; Chapter 101, subchapter AA
ESL STUDENT RECLASSIFICATION PROVISIONS
Reclassification Criteria:
For reclassification from a bilingual education or English as a second language program for the first time or a subsequent time, 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. NOTE: A student may not be exited/reclassified from bilingual education or English as a second language program during pre-kindergarten or kindergarten. A district/campus must ensure that English Language Learners (EBs) are prepared to meet State academic standards. (TAC, Chapter 89.BB, Section 1225 I)
Exit Determination:
shall be based upon the reclassification chart provided above. AND, one of the following:
A. Grades 1 and 2 students are considered English proficient when they score at or above the 40th percentile on both the Reading and English Language Arts sections of a TEA approved norm referenced standardized achievement test,
B. Grades 3– 12 students are considered English proficient when they meet the passing standard on ELAR STAAR without designated supports recommended by the LPAC. Periodically there is a student who repeatedly scores below the passing standard on STAAR. The LPAC must:
1. Recommend that the student remain in the program longer.
2. Determine further accommodations and additional services for this student.
3. Look at the instructional program to determine the unmet student needs.
4. NOT reclassify a student in order to place him/her in Special Education.
Reclassification Procedures:
A. The student meets requirements listed in the previous section.
B. When a student does qualify for reclassification, complete information on the student's LPAC form.
C. Conduct LPAC to reclassify students.
D. Send home a Notice of Reclassification to the parents. When returned, the original goes in the Bilingual/ESL folder in the student’s school record, and a copy is given to the parent.
Responsibility after Reclassification: TWO-YEAR Tracking or Monitoring
-For every reclassified Bilingual/ESL student, the LPAC must review the student’s progress for two years after reclassification to determine whether the student should be re-enrolled in a bilingual education or ESL program. LPAC shall review and consider:
1. the total amount of time the student was enrolled in a bilingual or ESL program
2. the students’ grades during each grading period in each subject in the core curriculum
3. student’s performance on all STAAR assessments
4. the number of credits the student has earned toward high school graduation, if applicable
5. any disciplinary actions taken against the student
The LPAC shall convene to conduct M1 and M2 LPAC documents at the end of the year AND during any grading period in the first two school years after reclassification if the student earns 2 consecutive failing grades in a subject in the core curriculum. After an evaluation, the LPAC may require intensive instruction for the student or re-enroll the student in a bilingual education or ESL program.
ESL DOCUMENTATION
ESL FOLDER DOCUMENTS
Students served by the ESL program should each have a PURPLE ESL folder inside their CUMULATIVE folder. This folder shall contain the following documents:
A. Original Home Language Survey (HLS)
B. All Bilingual/ESL testing should be placed on top of the HLS.
C. All Parent Forms such as Bilingual/ESL Permission/Denial/Notification of Program Exit should be placed on top of testing.
NOTE: If a student exits from Bilingual/ESL, the folder must have Parent Notice of Exit. If a parent denies Bilingual or ESL, the folder must have a Parent Denial Conference Form.
D. All LPAC ANNUAL REVIEW documents should be placed on top of Parent Forms
- Latest LPAC information on top.
FOLDER WITH MISSING DOCUMENTS
A. If the Parent Permission or Home Language Survey is missing, document what is missing with a written explanation
B. If an LPAC document is missing, contact the previous or sending school.
C. Notify the principal / special programs director if you have questions.
DETERMINATION OF GRADES
A. For students in ESL classes, the grading procedure is parallel to that of the mainstream education classes using second language instruction methods.
B. Too much reliance on paper and pencil tasks causes problems for children who cannot yet read in English. Instead, the accommodation that the law requires could include asking the student to do a project that gives the student an opportunity to show what he knows without having to rely on verbal skills in English. HUNT ISD will not fail a student on the basis of English language proficiency alone. This is not to say that an EB student who does not meet other requirements is exempt from failure. In summary, an English language learner should never fail solely because they do not yet know sufficient English. Second language acquisition is a lengthy process. It is our job to provide comprehensible access to the core curriculum.
MODIFICATIONS vs. ACCOMMODATIONS
A. HUNT ISD emphasizes that EB students do not need below grade level material.
B. HUNT ISD uses accommodations rather than modifications for EB students because the standards and expectations are the same for mainstream education students and EB students.
C. “Modifications” are needed for students with learning disabilities e.g., those in Special Education and “accommodations” are needed for all other students, e.g., the visual learner and/or EB students. Individual EB students may, however, need modification due to other reasons.
HOME LANGUAGE SURVEY(HLS) Enrollment:
A. The student’s guardian fills out the Home Language Survey and enrollment card.
B. Campus will ask the guardian if the student has ever attended an HISD school.
C. Campus needs to make sure that if the Home Language Survey indicates a language other than English, the student is tested. For example, English/Spanish must be tested.
D. In the case of a transfer student, once previous records are obtained the ORIGINAL Home Language Survey must be used and all other copies should be discarded.
E. If the student is eligible for ESL services:
1. They will begin receiving those services based on HLS responses
2. While the LPAC process takes place the student will continue receiving services and
3. Parent permission will need to be obtained
TESTS FOR INITIAL PLACEMENT
School districts shall by local board policy establish and operate a language proficiency assessment committee. The school district shall have on file policy and procedures for the selection, appointment, and training of members of the language proficiency assessment committee(s).
PROCEDURES FOR TESTING AND PLACEMENT:
Every student enrolling in a Texas school must complete a Home Language Survey (HLS) to determine if an oral proficiency test in English needs to be given. If the response of the HLS is “English/English,” no further action is required. If the HLS indicates “English/Any other language,” the student must be assessed with the LAS LINKS English Language Proficiency Assessment, if he/she has not been given that already, for the LPAC committee to review in making placement decisions. Hold Initial LPAC meeting within 4 calendar weeks of new student’s enrollment in Hunt ISD to review assessment results, and determine whether or not the student is placed in ESL. Based on the results of the Language Proficiency Assessment, the LPAC fills out the LPAC documentation and recommends the appropriate instructional program of ESL. Within 10 days after the LPAC meeting, the Parent Permission form in a language the parent can understand must be sent home to inform the parents about the student's placement and to acquire permission for the student to continue receiving bilingual/ESL services. After the LPAC has sent home the Parent Permission form notifying parents of program placement, the Cumulative file documentation must be reviewed to verify that all documentation has been obtained. For example, obtain the parent permission form if it has not been secured.
PARENT DENIAL OF ESL PROGRAM
The parents can deny the program but they cannot deny the initial testing for placement in the program. If a student qualifies for ESL services but his/her parents do not want the child to attend ESL classes, the campus must conference with the parents to explain the benefits of the ESL program and the students' testing results that demonstrate a need for the services in a language they understand. If the parent continues to deny the program, a Parent Denial Conference must be signed by the parent, principal/designee and teacher to document the conference. It is the obligation of school district employees to inform parents that teachers in the ESL program have special certification to work with students with home languages other than English. Parents must be made aware that they may be contacted annually to reconsider their denial. Parents may also be contacted more frequently if their child is not performing satisfactorily in class. A school employee shall not recommend denial of the ESL program.
REQUIRED SUMMER PROGRAM FOR EB STUDENTS
ENGLISH AS A SECOND LANGUAGE K-1ST SUMMER ENRICHMENT PROGRAM
For EB Children entering K and First Grade the following year, a summer school program is provided in accordance with State mandates. This program addresses the affective, linguistic and cognitive needs of the students and provides instruction on language development and essential knowledge and skills (TEKS) appropriate to the level of the student. The program is 120 hours in duration. Eligible Students: Students currently enrolled in the Hunt ISD ESL pre-kindergarten and kindergarten program are automatically eligible, as wEB as all future students to Hunt ISD who qualify for bilingual/ESL classes in grade K and 1 during the following school year. Parents of currently enrolled EB students will be notified of the program. If there are 10 eligible students, the program will be conducted during the summer.
Resources:
Supporting Emergent Bilingual Students in Texas
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