ESL

English As A Second Language

Contact Us:

For assistance, please contact:

Callahan, Montess

Callahan, Montess

DIRECTOR OF STUDENT SERVICES

Arbuthnot, Brandi

Arbuthnot, Brandi

TEACHER
(Greenways Intermediate)

Shepherd, Tracy

Shepherd, Tracy

TEACHER
(Gene Howe Elementary)

Woodward, Sheri

Woodward, Sheri

TEACHER
(Canyon Junior High)

Information For Parents
Information For Teachers

ESL Program Goals

The goal of the ESL Program in Canyon ISD shall be to enable English language learners to become competent in listening, speaking, reading, and writing in the English language through the integrated use of second language methods.

The ESL Program emphasizes the mastery of English language skills, as well as mathematics, science, and social studies, as integral parts of the academic goals for all students to enable English language learners to participate equitably in school. (Texas Education Code, §89.1201)

Testing/Identification

As required by the state, a home language survey shall be administered to each student new to Canyon ISD and to students previously enrolled who were not surveyed in the past. School districts in Texas shall conduct only one home survey of each student. If the response on the home language survey indicates that a language other than English is used, the student shall be given an oral language proficiency test (Grades Pre-K – 12) and a standardized achievement test for reading and English language arts (Grades 2-12). If a student demonstrates limited English proficiency on the assessment(s), the student will be eligible for enrollment in the English as a Second Language (ESL) Program.

ESL Program

English as a Second Language (ESL) is an intensive instructional program to develop proficiency in the listening, speaking, reading, and writing of the English language. Student eligibility for the program is determined through the administration of an English oral language proficiency test, and parent permission is required for entrance into the program. All instruction is provided in English and utilizes the TEKS and the ELPS for the cultivation of English language skills and the promotion of academic success in all grade level content areas.

Elementary ESL
The ESL program in Canyon ISD is a content-based program. In this program model students are taught English within the regular classroom setting with an ESL-certified teacher. English language instruction is integrated with content area instruction, with a commitment to students learning grade-level content while building background knowledge and vocabulary. As a result, students learn both the social and academic language they need to be successful in school.

Secondary ESL
The ESL program for grades 9-12 at Canyon ISD encourages sheltered instruction in the core content areas of math, science, and US History.

EXIT/RECLASSIFICATION
English language learners are evaluated frequently throughout the year to monitor student progress. At the end of the year, when a student demonstrates a level of proficiency through required testing that meets state exit criteria and the district requirements of the program model, the Language Proficiency Assessment Committee (LPAC) recommends dismissal from the program. Exited students are monitored academically and socially for two consecutive years.

LPAC
All districts must establish a Language Proficiency Assessment Committee (LPAC). The ESL LPAC is composed of one or more professional personnel, a campus administrator, and a parent of an ELL participating in the program designated by the school district. No parent serving on the LPAC shall be an employee of the school district.
The responsibilities of the LPAC include:

  • Review and discuss all student data and information
  • Meet within four weeks of the enrollment of English learners
  • Meet to determine appropriate assessments, immediately prior to state assessment administration to determine applicable linguistic accommodations
  • Meet at the end of the year for annual review and for the following year’s placement, which should include the discussion on instructional linguistic accommodations
  • Meet as needed to discuss student progress

Additional responsibilities include:

  • Indicate each student’s English proficiency level
  • Indicate each student’s academic level
  • Indicate initial instructional methodologies and/or interventions in each program.

Inform parents of the above-mentioned indications, and obtain parental approval.