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ESL Program Policy 

Rogersville City School English as a Second Language

Program Policy


·      Student Identification

·      Student Language Assessment

·      ESL Program Participation

·      Personnel Responsibility

·      Transition and Exit


Every student who enters the School System completes a Home Language Survey (HLS) to determine if there is the influence of a language other than English.  This will identify any languages other than English that are:     

o   First leaned or acquired by the student;

o   Used by the student in the home; and/or

o   Used by the student with friends outside the home.

The three questions are as follows:

1.     What is the first language this child learned to speak?

2.     What language does the child speak most often outside of school?

3.     What language do people usually speak in this child’s home?

If there is listed any language other than English, the student will be classified as a Non-English Language Background (NELB) student.  Copies of the HLS will be maintained in the NELB’s cumulative folder and in the ESL instructor’s files.




            If a language other than English is identified in any of the responses to the Home Language Survey the student will be classified as having a Non-English Language Background (NELB).  A State approved proficiency assessment (TELPA) is conducted by the ESL teacher to determine if the NELB can be identified as Limited English Proficient (LEP) in listening, speaking, reading, and/or  writing.  If the student is identified as LEP, parents are notified that ESL services will be provided for their child as an English Language Learner (ELL).  The parents are provided with multiple pieces of information.  Should the parent choose to waive services, ESL services will be provided through the classroom teacher(s).  The students will remain ESL until s/he has scored at a level to exit based on the English Language Development Assessment.

            In the Spring (February/March testing window), all ELL students will be reassessed with the English Language Development Assessment or ELDA to re-establish eligibility, assign specific level of proficiency, measure progress, and determine readiness to exit.


            The scientifically based ESL program is designed to meet the educational needs of all ELL students.  The ESL curriculum provides for the development of English language acquisition in listening, speaking, reading, and writing.  ESL services must be based on the individual ELL’s needs with the majority of instruction taking place during the ELL’s regular reading class.


The ESL instructor will: 

v insure the Home Language Survey is completed for all students enrolled. 

v  place a copy of the survey in the student’s cumulative record of all students.

v assess the proficiency of NELB students.

v implement instruction based on Federal and State curriculum guidelines and ELL’s level of proficiency.

v maintains logs of ELL service and parental contacts.

v re-assess each ELL in the Spring with the ELDA.

v communicate with classroom teacher and parents for monitoring progress and/or needed modifications.

v attend professional development and in-services to maintain current policies, procedures, strategies, and methodology for the ESL program.

All teachers of any language instruction program of English Language Learners (ELLs) needs to be fluent and competent in the four domains of language as assessed by the English Language Proficiency Assessment:  Reading, Writing, Speaking, and Listening.  A teacher’s fluency in listening and speaking will be documented and evaluated during the interview process.

Reading will be evaluated through the reading and responses that show understanding of the application process.  Reading may be satisfied through the college transcript if from an English speaking university.  The district may also use a shelf reading comprehension assessment.  Writing fluency can be evaluated within the interview process, requesting a document through an appropriate prompt.

TEACHER ENGLISH FLUENCY – Each eligible entity receiving a subgrant under section 3114 shall include in its plan a certification that all teacher in any language instruction educational program for limited English proficient child that is, or will be, funded under this are fluent in English and any other language used for instruction, including having written and oral communications skills.”  [3116 (c)]

No Child Left Behind Act of 2001


            According to TN ESL Program Policy, a Transitional LEP Student (T1, T2) refers to a NELB student who was classified as ELL, has taken the ELDA and scored a composite score of 5 or a composite score of 4 with the reading subtest composite score being a 4 or 5.  These students will be monitored for two years after meeting these criteria.  The ESL Instructor will be responsible for communicating frequently with the T1/T2 student’s regular classroom teachers to monitor and insure successful transition to mainstream student.  During transition from EL to mainstream student, interventions are used as needed.  If an intervention will not suffice, the student may be re-coded as EL and served through the ESL program.  Parents must be notified and should sign off for this.  After this two year period of monitoring, the ELL student will be allowed to exit the ESL program.