English as a Second Language/Bilingual
- An Oral Language Proficiency test is administered based on the Home Language Survey completed at registration
- A Language Proficiency Assessment Committee (LPAC), made up of a
parent representative, administrators, and ESL teachers, reviews yearly
student placements, programs and progress.
- To enable LEP students to become competent in understanding, speaking, reading, and writing English.
- To provide LEP students with equal educational access and benefits.
- To give LEP students the opportunity to experience early academic success while they learn English as a second language.
- To build knowledge and learning in content areas as English is acquired.
- To help students celebrate their cultural heritage and increase self-assurance and confidence.
- To comply with Federal/State legal regulations concerning the education of second language learners.
- ESL endorsed teachers help students learn English as quickly as possible.
- ESL students, teachers, and campuses benefit from additional state funding for resources for ESL students.
- Instructional modifications may be provided for students, if necessary.
- Parents are encouraged to visit ESL classes and view the program.
- Parents are encouraged to share information with teachers regarding
culture and language and to serve as translators, liaisons, and as
- Parents are encouraged to participate in all activities at school.
- Parents are encouraged to support student participation in the
program and be positive with their children about the benefits of being
in the ESL program.
- Include diversity as an objective in the Campus Improvement Plan.
- Encourage the development of a cultural calendar.
- Plan throughout the year celebrations that include culturally diverse artisans, story tellers, dancers, and musicians.
- Set up ESL parent Focus Groups that guide staff concerning culture, and serve as translations, liaisons, and LPAC members.
- Plan celebrations displays at the school that encourage the appreciation of diverse cultures.
Elementary Bilingual/ESL Programs
- Bilingual/ESL teachers use small group instruction. Other
strategies may include peer-tutoring, use of integrated technology, and
- Students may be group homogeneously or heterogeneously by
ability/proficiency levels, individual needs, random distribution,
and/or according to assignments or projects.
- Bilingual/ESL teachers work with individual groups (e.g. guided
reading) while other students may undertake individual assignments.
Junior High School ESL Program
- Junior High School ESL students are enrolled in general education
Language Arts and ESL classes and may receive additional ESL support
through academic achievement.
High School ESOL (English for Speakers of Other Languages) Program
- ESOL academic enrichment classes are available to assist students in content area classes
- Freshman ESOL students take ESOL I in addition to English I.
- Sophomore ESL students take ESOL II in addition English II.
ESL is funded according the number of students that a district has.