FAIRFIELD INDEPENDENT SCHOOL DISTRICT
615 POST OAK ROAD
FAIRFIELD, TEXAS 75840
903-389-2552
ENGLISH AS A SECOND LANGUAGE
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DISTRICT PLAN
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DISTRICT MISSION
The mission of the Fairfield I.S.D. is to educate all children attending our schools. We strive to do this through quality of instruction, equity for all students, and accountability and improvement of our instruction. All students will develop essential academic skills and a knowledge base on which to build life-long learning. Citizenship, economic responsibilities, and an appreciation of the American heritage, including multi-cultural richness, are important factors in the education of our children.
With this mission in mind, we feel we can offer each individual the best possible education for today and the future.
IDENTIFICATION, ENTRY, AND EXIT
IDENTIFICATION AND ENTRY:
When a student enrolls in the district the parent will fill out a Home Language Survey. If a language other than English is indicated on any portion of the survey, the student will be tested for proficiency.
Student is tested for English proficiency:
1. If a student is in Pre-K, kindergarten, or first grade, the OLPT is administered. If the student tests below the cut-off score as determined by the test instrument, the student is considered LEP.
2. If the student is in second through twelfth grades, the SAT test scores are used to determine English proficiency. Students scoring below the 40th percentile on either the reading or language arts section of the test are considered LEP.
3. In the absence of SAT scores the TAAS/TAKS test scores are used to determine English proficiency. If mastery is not demonstrated, the student is considered LEP. Upon annual review, the student must not have demonstrated mastery on the TAAS/TAKS test and must not be passing all subjects and courses to maintain LEP status.
4. If the student is in second through twelfth grades, and has not taken or is unable to take the SAT or TAAS/TAKS, the OLPT is administered. If the student tests below the cut-off score as determined by the exam instrument, the student is considered LEP.
If the student is considered LEP, the LPAC places the student in the ESL program. Approval to place the student in the ESL program will be sought from the parent within ten days of the LPAC decision and shall include information about the benefits of the ESL program and that it is an integral part of the school program.
EXIT:
A student is withdrawn from the ESL program if the LPAC classifies the student as English proficient according to appropriate test scores and recommends their exit from the program or the parent requests in writing to remove their child from the program and place him/her in a regular English classroom.
The district will notify the student’s parent of the student’s reclassification as English proficient and his/her exit from the ESL program.
It is the district’s goal for LEP students to be able to pass the English TAAS/TAKS at least six years after entry into the program.
GENERAL RULES:
Students will be identified as LEP and entered into the ESL program within four weeks (twenty working days) of their initial enrollment. Parental approval may be obtained prior to testing or the LPAC placement decision. A student who scores at or above the level to exit from the program may continue to be served by the program if it is in the best interest of the student. A student may not be exited from the ESL program in grades Pre-K through one. LEP students shall participate fully with English-speaking students in regular classes provided in subjects such as art, music, and physical education. The district shall provide students enrolled in the ESL program a meaningful opportunity to participate with other students in all extracurricular activities.
The student’s permanent record shall contain documentation of all actions concerning the LEP student and shall include (but is not limited to):
1. the identification of the student as LEP;
2. the designation of the student’s level of language proficiency;
3. the recommendation of the program placement;
4. parental approval of entry or placement into the program;
5. parental denial, if applicable;
6. the dates of entry into placement within the program;
7. the date of exit from the program and parent notification;
8. the results of monitoring academic success.
LANGUAGE PROFICIENCY ASSESSMENT COMMITTEES
The district shall establish an LPAC according to locally established procedures for the selection, appointment, and training of members. The LPAC shall include the ESL teacher(s) and a parent of a LEP student who is not an employee of the school district.
The LPAC shall perform all of the following duties:
1. Review all pertinent information on all LEP students.
2. Make recommendations concerning the most appropriate placement for the educational advancement of the LEP students.
3. Review each LEP student’s progress at the end of the school year in order to determine future appropriate placement.
4. Monitor the progress of students formally classified as LEP who have transferred out of the ESL program within the last two years.
5. Make the determination required regarding placement in and exit from the ESL program.
6. Before the annual administration of the TAAS/TAKS and according to criteria set forth in 19 TAC 89.1220(i), determine the eligibility of LEP students in grades 3-8 for:
a. exemption from the test;
b. administration of the Spanish version of the test; or
c. administration of the English version of the TAAS/TAKS
7. Perform additional duties described in 19 TAC 89.1220.
TRAINING:
The district shall provide orientation and training for all members of the LPAC(s), which shall include a discussion of the committee’s duties and a thorough explanation and review of all laws and rules governing the confidentiality of information regarding individual students.
STAFFING:
ESL teachers will be properly certified and will be provided with annual staff development.