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Bilingual/ESL

The purpose of the Bilingual Education Program and English as a Second Language (ESL) Program in Keller ISD is to enable limited English proficient students to develop fluency in oral language, reading comprehension and writing skills in the English language.  The programs focus on the development of literacy and academic skills in the primary language and English through the use of second language learning methods.

KISD's Bilingual/ESL Program strives to meet the educational needs of each linguistically diverse student by recognizing the affective, linguistic and the cognitive domains to enable students' successful and equitable participation in regular instructional programs.

ESL Program | Bilingual Program


ESL Program

KISD ESL Program Mission Statement

Keller ISD is committed to providing an effective ESL program which supports the development of the cognitive, affective and linguistic domains of the Limited English proficient student.  It is Keller's mission to achieve the highest standards of performance by providing exceptional educational opportunities for all students. 

 

How does my child qualify for ESL?

Identification/Program Entry/Testing

Title III requires that student identification and parent notification take place no later than 30 days after the beginning of the school year and within 2 weeks of placement thereafter. An LPAC should follow the more stringent Texas requirements and have student identification and placement occur within the first 4 weeks (20 days) of student enrollment.

1. Upon initial enrollment all students must have a Home Language Survey (HLS) completed in their student record (only one: The original or a copy of original). The HLS shall be administered to each student new to the district and to students previously enrolled who were not surveyed in the past. If the HLS indicates a language other than English, testing must be initiated to determine English proficiency.

2. For students in grades PreK-1:

  • Administer an oral language proficiency test (OLPT) in English from the List of Approved Tests for Assessment of ELLs. The list of TEA-approved tests is available at: http://www.tea.state.tx.us/index2.aspx?id=4098&menu_id=720
  • Districts/charter schools that are required to offer a bilingual program must test students in English and in their primary language. Testing must be administered by trained personnel. Parental permission does not have to be obtained prior to oral language proficiency testing.
    PreK-1 students scoring below the cut-off for English proficiency on the OLPT are classified as ELL.


3. For students in grades 2-12:

  • Administer an OLPT, and
  • The reading and language arts portions of an English norm-referenced standardized achievement test (NRT) from the TEA List of Approved Tests [19 TAC §89.1225(a)].
    Students in grades 2-12 scoring below the cut-off for English proficiency on the OLPT are classified as LEP.


Students who score below the 40th percentile on the English reading and English language arts sections of the NRT are classified as LEP, even if their OLPT score reflects English proficiency.
If the student's ability on the English OLPT is so limited that the administration at his/her grade level of the English norm-referenced standardized achievement test is not valid, then the student is classified as LEP [Chapter 89.1225(f)(2)(c)].

Districts/charter schools that are required to offer a bilingual program must test students in English and in their primary language. Testing must be administered by trained personnel. Parental permission does not have to be obtained prior to oral language proficiency testing.


 

KISD K-8 ESL Model

Elementary and Intermediate Levels (K-6th Grade):

  • ESL Specialists shall utilize the ESL curriculum in Forethought to address District SE's, DSO's and the State Mandated ELPS. ESL Specialists will reinforce vocabulary terms and concepts taught across content areas. ELPS will be addressed in all language domains: listening, speaking, reading and writing based on the linguistic level of individual students.
  • Assurance Words are pre-selected terms from each content area students will master each year. ESL Specialists shall use instructional methods that target the affective, cognitive and linguistic domains of students indicated as LEP.
  • Small group instruction shall consist of academic and social language instruction in listening, speaking, reading and writing.
  • ESL Specialists shall use instructional methods that target the affective, cognitive and linguistic domains of students indicated as LEP.


Middle School Levels (7th-8th Grade):

  • ESL Specialists shall utilize the ESL and ELA curriculum in Forethought to address District SE's, DSO's and the State Mandated ELPS. ESL Specialists will reinforce vocabulary terms and concepts taught in English Language Arts.  ELPS will be addressed in all language domains: listening, speaking, reading and writing based on the linguistic level of individual students.
  • ESL Specialists shall serve as the instructor for the English language arts and Reading class for students in the Beginner and Intermediate language proficiency levels in 7th and 8th grades. ESL courses will follow the same curriculum as the 7th and 8th grade language arts courses using accommodations for language levels and ESL specific resources. The ESL course is not an elective and is scheduled in place of the required ELA course.
  • ESL Specialists shall use instructional methods that target the affective, cognitive and linguistic domains of students indicated as LEP.


Middle School ESL Course Guide

Middle School Language Arts

ESL I — Language Arts, Grade 7 — instruction emphasizes reading a variety of genres, writing a wide variety of compositions, and integrating research and presentation skills in a two period block of instruction. Students learn grammar, usage, vocabulary, and other English language skills within the context of reading and writing. Integrated multi-cultural literature studies are used as stimuli or models for writing as well as to promote literary analysis skills. English language learners must be tested and/or placed in to the class with LPAC permission.

ESL II — Language Arts, Grade 8 — concentrates on writ-ten compositions and grammar components. Instruction includes research skills, literacy analysis and writing for purpose. In additions students are required to meet specific in-dependent reading requirements. Integrated studies and literary elements related to multicultural novels, drama selections, short stories and folklore are incorporated into the curriculum. English language learners must be tested and/or placed in to the class with LPAC permission.


 

KISD 9-12 ESL Model

High School Levels (9th-12th Grade):

  • ESL Specialists shall utilize the ESL and ELA curriculum in Forethought to address District SE's, DSO's and the State Mandated ELPS. ESL Specialists will reinforce vocabulary terms and concepts taught in English Language Arts.  ELPS will be addressed in all language domains: listening, speaking, reading and writing based on the linguistic level of individual students. ESL Specialists shall use instructional methods that target the affective, cognitive and linguistic domains of students indicated as LEP.
  • ESL Specialists shall serve as the instructor for the Sheltered English I–IV, Independent English I-III, and Practical Writing. ESL English courses will follow the same curriculum as English courses using accommodations for language levels and ESL specific resources. Sheltered courses use the same PEIMS identifier as regular class, but have fewer students. They are taught by an ESL certified instructor who is trained in ESL instructional techniques and who accommodates content instruction to match the language proficiency levels of individual students.


High School ESL Course Guide

High School Language Arts Sheltered English I-IV
Grade Placement: 9-12
Prerequisite: Placement test and/or LPAC recommendation
Credit: 1
Enrollment is limited to non-native speakers of English in 9th-12th grades. Placement in Sheltered English I-IV will be determined through language proficiency tests and LPAC recommendations. Sheltered English courses align with state and district requirements for English I-IV. Sheltered classes may substitute for the required English credits.

Independent English I-III
Grade Placement: 9-11
Prerequisite: Placement test and/or LPAC recommendation
Credit: 1
Enrollment is limited to LEP indicated students in 9th-11th grades who are at the Beginner-Advanced High language proficiency levels in language acquisition. The course provides additional language arts support for limited English proficient students. Placement will be determined through language proficiency tests and LPAC recommendations.

Practical Writing
Grade Placement: 12
Prerequisite: Placement test and/or LPAC recommendation
Credit: 1
Enrollment is limited to LEP indicated students in 12th grade who are at the Beginner-Advanced High language proficiency levels in language acquisition. The course pro-vides additional language arts support for limited English proficient students. Placement will be determined through language proficiency tests and LPAC recommendations.



 

Bilingual Program

KISD Bilingual Program Mission Statement

Keller ISD is committed to providing an effective Bilingual program which supports academic achievement, the development of bilingualism, biliteracy and cross-cultural awareness.  It is Keller's mission to achieve the highest standards of performance by providing exceptional educational opportunities for all students.

 

Does my child qualify for the bilingual program?

Identification/Program Entry/Testing

Title III requires that student identification and parent notification take place no later than 30 days after the beginning of the school year and within 2 weeks of placement thereafter. An LPAC should follow the more stringent Texas requirements and have student identification and placement occur within the first 4 weeks (20 days) of student enrollment.

1. Upon initial enrollment all students must have a Home Language Survey (HLS) completed in their student record (only one: The original or a copy of original). The HLS shall be administered to each student new to the district and to students previously enrolled who were not surveyed in the past. If the HLS indicates a language other than English, testing must be initiated to determine English proficiency.

2. For students in Grades PreK-1:

  • Administer an oral language proficiency test (OLPT) in English from the List of Approved Tests for Assessment of ELLs. The list of TEA-approved tests is available at: http://www.tea.state.tx.us/index2.aspx?id=4098&menu_id=720
  • Districts/charter schools that are required to offer a bilingual program must test students in English and in their primary language. Testing must be administered by trained personnel. Parental permission does not have to be obtained prior to oral language proficiency testing.
    PK-1 students scoring below the cut-off for English proficiency on the OLPT are classified as ELL.


3. For students in Grades 2-12:

  • Administer an OLPT, and
  • The reading and language arts portions of an English norm-referenced standardized achievement test (NRT) from the TEA List of Approved Tests [19 TAC §89.1225(a)].


Students in grades 2-12 scoring below the cut-off for English proficiency on the OLPT are classified as LEP Students who score below the 40th percentile on the English reading and English language arts sections of the NRT are classified as LEP, even if their OLPT score reflects English proficiency.
If the student's ability on the English OLPT is so limited that the administration at his/her grade level of the English norm-referenced standardized achievement test is not valid, then the student is classified as LEP [Chapter 89.1225(f)(2)(c)].

Districts/charter schools that are required to offer a bilingual program must test students in English and in their primary language. Testing must be administered by trained personnel. Parental permission does not have to be obtained prior to oral language proficiency testing.