ESL Program Description:

English as a second language programs shall be intensive programs of instruction designed to develop proficiency in the comprehension, speaking, reading, and composition in the English language.  Instruction in English as a second language shall be commensurate with the student’s level of English proficiency and his or her level of academic achievement.  The program shall address the affective, linguistic, and cognitive needs of limited English proficient student.  Instruction is provided by the ESL teacher in a pull-out or inclusionary delivery model. 

Identification of Students:

Districts shall conduct one home language survey of each student.  The home language survey shall be used to establish the student’s language classification.  If the response on the home language survey indicates that a language other than English is used, the student shall be tested in accordance with Chapter 89.  Within four weeks of their initial enrollment in the district, students shall be identified as limited English proficient and enrolled into the required English as a second language program.  The survey asks the following questions: 

            “What language is spoken in your home most of the time?”

            “What language does your child (do you) speak most of the time?” 

Language Proficiency Assessment Committee (LPAC):

Districts shall by local board policy establish and operate a language proficiency assessment committee.  The district shall be responsible for the orientation and training of all members, including parents, of the language proficiency assessment committee.  The LPAC shall review all pertinent information on all limited English proficient students identified and shall:

1.      designate the language proficiency level of each limited English proficient student in accordance with the guidelines

2.      designate the level of academic achievement of each limited English proficient student

3.      designate, subject to parental approval, the initial instructional placement of each limited English proficient student in the required program

4.      facilitate the participation of limited English proficient students in other special programs for which they are eligible

5.      classify students as English proficient in accordance with the criteria and recommend their exit from the English as a second language program