I. Goal:

The goal of Kilgore ISD Bilingual Education/English as a Second Language (BE/ESL) program is to enable the student identified as Limited English Proficient (LEP), including immigrant children and youth, attain English proficiency, develop high levels of academic attainment in English, and meet the same challenging State academic content and student achievement standards as all children are expected to meet.

II. Identification Procedures:

Upon original entry in Kilgore ISD or in another Texas district, each student has one Home Language Survey (HLS) in his/her permanent record file.  If any other language than English is indicated by the HLS then testing must be initiated to determine English Proficiency.  Students in PK-1 must be administered an oral language proficiency test (OLPT) in English and also in Spanish for grades with bilingual program in place.

Students in grades 2-12 must be administered an OLPT and the reading and language arts portion of a state approved norm referenced test (NRT) unless the student’s English ability is so limited that administration of the NRT is not valid.

III. Classification Procedures:

Within 20 school days of the enrollment date, the Language Proficiency Assessment Committee, (LPAC), comprised of a professional bilingual educator, a professional transitional language educator, a parent of a LEP student (not employed by the district) and a campus administrator will meet to review all pertinent information of students in order to designate the language proficiency level of each LEP student, designate the level of academic achievement of each LEP student and designate, subject to parent approval, the initial instructional placement of each LEP student in the required program.

A non-LEP student may be considered for placement in the bilingual or ESL program by teacher referral after a parent conference and with parent approval.

The LPAC shall give written notice to the student’s parent advising that the student has been classified as LEP and requesting approval to place the student in the required BE/ESL program.  The notice shall include information about the benefits of the BE/ESL program for which the student has been recommended and that it is an integral part of the school program. The parent permission form is kept in the student’s permanent record file.

Before the administration of TAKS, the state criterion-referenced test, each year the LPAC will meet to review all pertinent information of students in order to designate the language proficiency level of each LEP student, designate the level of academic achievement of each LEP student to determine the eligibility of LEP students in grades 3-10 for administration of TAKS or exemption according to state guidelines.  The LPAC also meets at the end of each school year to review all pertinent information of students in order to designate the language proficiency level of each LEP student, designate the level of academic achievement of each LEP student, recommend additional instructional interventions to ensure adequate yearly progress, review criteria for students meeting exit guidelines and monitor student progress for academic success of all LEP students and those former LEP students for two years following exit.

IV. Staffing

The BE/ESL program is staffed by certified bilingual and ESL teachers and trained paraprofessionals.  Each teacher spends at least four hours per day implementing instructional activities, has a 30 minute duty-free lunch and a 45 minute conference/planning period.  Schedules are filed with each campus principal and at the central office.

       V. Instructional Program and Materials:

BE/ESL services are provided for Pre-Kindergarten (age 4) through grade 12.

LEP students may also qualify for other special programs for which they are eligible provided by the district with either state or federal funds and may not be denied these services solely because of their LEP status. 

The bilingual education and English as a Second language programs are developmental in nature and include listening, speaking, reading and writing activities in English.  

      VI. Purpose 

The main intent of BE/ESL education is to produce high quality student programs that will help our English Language Learners to achieve effective communication in diverse settings.

     VII. Plan of Action

All campuses share common goals of heightening student performance, enriching staff development and community/cultural awareness that will directly involve parents of English Language learners in their children's advancement in attaining needed language, academic, and social skills necessary for their success in our community and beyond.

In order to accomplish goals in these areas, our Bilingual and ESL instructors attend training to gather new methodologies and materials and acquire training in language acquisition and linguistics.  ESL teachers strive to improve program administration and cross-cultural communication through additional professional development and graduate level courses.  Our program works in cooperation with East Texas Literacy Council, Longview, and two area churches to help provide English literacy training to adults in the Kilgore community.  Our BE/ESL Staff also works with campus committees in planning specific parent involvement events such as Latino Family Literacy and helps provide second language and cultural support in various ways. Kilgore ISD employs bilingual educational aides on each campus who provide second language support for students and daily support for parents as well as for school related meetings during the year.