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Program Overview

Definition and Purpose of the ESL Program
The ESL program is designed to teach English language skills to students who are not proficient in the English language (they are designated as English Language Learners or ELLs). The purpose of the program is to enable limited English proficient students to become competent in listening, speaking, reading and writing of the English language and to participate equitably in school.

Role of English as a Second Language Teacher
ESL teachers teach all ESL-specific classes. They provide pull-out and push-in services as well as classroom consultation. In addition, the ESL teacher administers language proficiency tests to those students who have learned a language other than English as their first language. The ESL teachers are members of the Language Proficiency Assessment Committee and maintain the paperwork associated with this committee. All ESL teachers have ESL endorsements or state certifications and have training in the administration of the tests given. ESL teachers are expected to stay current regarding state regulations and advancements in their field. ESL teachers attend conferences and workshops such as those sponsored by Region 11 Texas Education Agency (TEA) Service Center in order to stay current in their field.

The Process for Serving English Learners in Texas (short video)
Students who indicate a home language other than English on their Home Language Survey (HLS) are tested for eligibility for the ESL program. If the student is eligible, parents are notified, and permission to participate in the ESL program is sought. The LPAC determines the language level and academic achievement level of the student from all relevant data. The LPAC then determines the ESL instruction each child should receive.

Students whose first language is not English are tested for oral English proficiency. The following oral tests are used:
     Preschool - Kindergarten: PreLAS
     1-12 Grades: LAS
Students entering second grade and older also need to prove proficiency in reading and writing by scoring at the 40th percentile or above on a TEA-approved standardized test.
All ESL students in grades K-12 participate in the Texas English Language Proficiency Assessment System (TELPAS). All ESL students will participate in the state assessments (STAAR); the specific tests given are determined by the LPAC based on the student’s English language proficiency level.

Language Proficiency Assessment Committee:
LPAC responsibilities include:

  • Review all pertinent information on all limited English proficient students
  • Designate the language proficiency level and academic achievement level of each student
  • Designate (subject to parent approval) initial instructional placement in the ESL program
  • Review students’ progress and designate appropriate instruction
  • Classify students as English proficient in accordance with state guidelines
  • Monitor the academic progress of students who have exited the ESL program for a period of two years
  • Facilitate the participation of limited English proficient students in other programs for which they are eligible

The LPAC regulations require that each LPAC that is convened have a trained parent representative. This parent representative must have a student currently being served by the District’s ESL program. The parent representative receives training in the duties of the committee and the state regulations governing ESL education. In addition, the parent representative is knowledgeable of the program design in the District. The resources for this training are provided by Region 11. 

English Language Learners who are 4 years old by September first of the school year may qualify to participate in the District’s prekindergarten program if they are not proficient in English. Please contact Mary Davis, to discuss eligibility and arrange for English language proficiency testing.

Students with disabilities may receive ESL services if they are eligible. If an ESL student is receiving special education services, a professional member of the LPAC serves on the admission, review and dismissal (ARD) committee of each student.

Federal Law 
Federal Law states that no LEP child should be retained where language is the reason for the retention. Retention of LEP students shall not be based solely upon the level of English language proficiency (Section I, Part G, guidelines to satisfy legal requirements of Lau v. Nichols). ​ 

State Law
Classroom teachers are required to accommodate materials, instruction, and pacing   based on students’ English language proficiencies {TAC 89.1210(A)}. ​

Local Policy
Carroll ISD grading policy states that grades for ELL students will take into consideration their English language proficiency. Teachers will implement the English Language Proficiency Standards (ELPS) utilizing second language acquisition supports whenever possible to improve student understanding of concepts. (2018 – 2019 Grading Guidelines).

 Allowable accommodations within the instructional setting must be followed per the individual student’s LPAC.