English Language Learners(EL), Limited English Proficient(LEP), English as A Second Language Services (ESL)
The Middle School language arts curriculum provides English as a Second Language (ESL) for English language learners (ELLs), who are recent immigrants, (0-3 years in U.S. schools). Identified students in ESL classes develop their abilities to listen, speak, read, and write in English. An additional ESL Reading class is recommended for ELLs who need support in reading on grade level in English. Both classes are designed to develop the English language proficiency needed to succeed in all-English classes including language arts, math, science, and social studies.
The High School language arts curriculum provides English I and II for Speakers of Other Languages (ESOL I and ESOL II) to recent immigrant students. A Reading class is recommended for English Language Learners who may not be reading on grade level to further develop comprehensive English skills. The English as a Second Language (ESL) teacher provides ESL instruction to meet the needs of students at the beginner and intermediate levels of proficiency. For recent Spanish-speaking immigrant students, Spanish for Spanish Speakers is recommended to strengthen the students’ primary language and reinforce the Texas Essential Knowledge and Skills required to meet the standards on STAAR/EOC.
The state graduation plan provides an option for ELLs at beginner and intermediate proficiency levels, to take English for Speakers of Other Languages I and/or II (ESOL I and/or II) in lieu of English I and/or II. English III and IV may be taught as sheltered courses with ELL strategies based on on-campus availability and learner needs.
For recent immigrant students who have been in a United States school for fewer than three years, sheltered courses in math, science, social studies, and language arts are recommended, when available. When possible, teachers provide native language support in the content.
English Language Learners Served by Special Education ELLs who receive special education services have special education needs related to a disability as well as needs related to second language learning. It is important for ARD committees and LPACs to work together to ensure that instruction is tailored to meet each student’s linguistic and special education needs.Admission, Review, and Dismissal committees and Language Proficiency Assessment Committee should keep in mind that ELLs receiving special education services who participate in STAAR/STAAR-L administrations may also be eligible for other accommodations in addition to the linguistic accommodations that are determined to be appropriate.