English as a Second Language (ESL)
ESL classes are designed to assist students in
achieving educational proficiency standards in English. Students
in PreK-12 who report a language other than English
as the primary language on the Home Language Survey
are screened for the ESL program. In SBISD
the IPT (Idea Proficiency Test) test is used to
screen these students. Qualifying students
are entitled to instructional support with an ESL
certified teacher to assist the student in developing
proficiency in the English language. The main
goal of the ESL program is to create an inclusive
environment for the Limited English Proficient (LEP)
students in the classroom and to integrate English
listening, speaking, reading and writing. Therefore
the ESL student learns functional, social and academic
language to communicate in different settings.
Placement of students in ESL
When a student indicates that he or she speaks
a language other than English on the home language
survey, the state requires that an oral test of
English be administered. Our district uses
the IPT (Idea Proficiency Test) test to determine
the English proficiency level. If the test
indicates that the student is not fluent in English,
the student qualifies for the ESL Program. Within
twenty days of the student’s entry, the LPAC
(Language Proficiency Assessment Committee) must
meet to determine a student’s language category
and placement.
ESOL Classes
In ESL classes the teacher uses techniques for
developmental language learning based on current
research in second language acquisition. Cooperative
learning, thematic units, and use of technology
all provide a wide variety of learning opportunities. This
program is an integral part of the total school
program and is based on the Texas Essential Knowledge
and Skills (TEKS) as required by the state.
Sheltered Classes
Sheltered classes are “regular” content-specific
classes offered to the Limited English Proficient
student for state credit at the secondary level. A
sheltered content class incorporates second language
acquisition strategies and support systems to communicate
meaning in the content area. These sheltered
classes are taught by teachers certified in those
content areas and trained in sheltered techniques. The
sheltered classes cover all mandated TEKS, with
priority on modifying the methods and materials
for instruction second language learners.
Assessments for LEP students
In addition to the TAKS tests, all LEP students
take the RPTE II (Reading Proficiency Test in English). Students
are rated “beginning”, “intermediate”, “advanced” or “advanced
high”. Students’ listening, speaking,
reading and writing skills are also assessed using
the Observation Protocol, which is completed by
the Language Arts or ESL teacher. “No
Child Left Behind” legislation requires that
the states measure not only LEP students’ academic
progress, but also English language acquisition.
TAKS Exemptions for LEP students
LEP students may qualify for a one year exemption
from TAKS when they are in their first year in United
States schools (any portion of one year counts as
a whole year). LEP students in grades 3-10 must
meet five general exemption criteria to be exempt-
the most important one being a documented “inadequate
foundation of learning.”
In middle school, the state allows up to a three
year exemption IF the LPAC committee has documentation
that the student’s prior schooling was interrupted
AND their academic skills are well below grade level
in their native language and English. The
LPAC must document instructional interventions that
occur throughout the year if a student is to be
exempted.
High school students may not be exempt from exit
exams, but may postpone them for 12 months.
Special Education and ESL
A student may be served by both Special Education
and ESL programs. The ARD committee determines
what special education services the student receives,
and the LPAC committee determines the ESL services. Special
Education may not decide for the ESL program and
vice versa. Collaboration by the ARD and the
LPAC committees is required to best serve the needs
of the students.
Exit the ESL Program
To exit the ESL program, a student must pass the
reading and writing (when applicable) portions of
TAKS and master the OLPT (IPT)test (“Fluent”). After
a student exits, he or she is monitored for two
years to be sure no additional support is needed. Students
in TAKS grades are counted in the LEP special population
group for two years after they exit the program.
Monitored students do not take RPTE, as they are
no longer considered LEP.
Retention of LEP students
A LEP student should not be retained if language
acquisition issues are a major factor in the student’s
failure to master English Texas Essential Knowledge
and Skills (TEKS) for the grade in which they are
currently enrolled.
The school should make every effort to allow students
to demonstrate knowledge or competency independent
of their English language skills. These efforts
should include assessments in the primary language,
assessments utilizing ESL methodologies, and non-verbal
assessment with multiple varied instruments.
The district is required to modify the instruction,
pacing, and materials to ensure that limited English
proficient 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 essential knowledge and skills in either
their home language or English (19 TAC §89.1210(a).
http://www.tea.state.tx.us/curriculum/biling/bilingualfaq.pdf
RPTE and LEP students
The federal government requires schools to use
RPTE, not TAKS, to report the adequate yearly level
of progress of English language acquisition. Federal
No Child Left Behind regulations also require that
all LEP students (including students with parental
denials) are assessed annually in English language
proficiency in reading, listening, speaking, and
writing until they are no longer considered LEP.
Therefore, LEP students who reach the advanced high
level on RPTE but do not meet exit criteria will
take RPTE the following year. The simple rule to
remember is that LEP students take both the RPTE
and Texas Observation Protocol (TOP), regardless
of their performance as long as they are designated
as LEP and have not been exited from the bilingual/ESL
program.
LPAC Committee
ESL
ESL committee membership:
- One or more professional personnel (It is recommended
that this include a campus administrator and a
certified ESL teacher)
- A parent of a Limited English Proficiency (LEP)student
participating in the program designated by the
district (no parent serving on the committee shall
be an employee of the school district)
Bilingual
Bilingual committee membership:
- A professional bilingual educator
- An ESL educator or general education educator
if student is a parental denial or is in the two
year monitoring phase after exit
- A parent of a Limited English Proficient (LEP)
student participating in the program designated
by the district (No parent serving on the committee
shall be an employee of the school district)
- A campus administrator
