Embedded Files
Jarrell ISD is committed to providing an effective English as a Second Language (ESL) program for students in PreK–12. The ESL program ensures that students identified as Emergent Bilingual (EB) receive the support needed to develop high levels of English proficiency and achieve academic success across all content areas.
The ESL program is an intensive instructional model in which English is both the focus of instruction and the medium for learning. Students receive grade-level instruction in English while developing proficiency in listening, speaking, reading, and writing. Instruction integrates language development within core content areas such as science, social studies, and mathematics, using research-based strategies aligned to the Texas Essential Knowledge and Skills (TEKS) and the English Language Proficiency Standards (ELPS).
Teachers address the linguistic, cognitive, and affective needs of students as they acquire English, ensuring access to rigorous academic content. Student eligibility for the ESL program is determined through English language proficiency assessments, and parent permission is required for participation.
esl pROGRAM GOALS
esl pROGRAM GOALS
Ensure Emergent Bilingual (EB) students attain full proficiency in English in listening, speaking, reading, and writing, in alignment with the Texas Education Agency and Chapter 89 requirements.
Promote academic achievement by providing equitable access to grade-level content through linguistically accommodated instruction aligned to the TEKS and ELPS.
Develop and sustain high-quality instruction by equipping educators with research-based strategies and ongoing professional learning to effectively support EB students.
Implement consistent systems for progress monitoring, including the use of formative and summative data, to inform instruction and accelerate student growth.
Foster inclusive, student-centered learning environments that address the linguistic, cognitive, and affective needs of EB students while valuing their cultural and linguistic assets.
who qualifies for esl services?
who qualifies for esl services?
Students are eligible for the English as a Second Language (ESL) program based on state guidelines established by the Texas Education Agency and Texas Administrative Code, Chapter 89.
Students are identified through a Home Language Survey indicating a language other than English.
Eligible students are assessed for English proficiency using a state-approved language assessment.
Students who demonstrate limited English proficiency are classified as Emergent Bilingual (EB) and qualify for ESL services.
Final placement in the ESL program is determined by the Language Proficiency Assessment Committee (LPAC).
Parent/guardian approval is required prior to a student’s participation in the ESL program.
The ESL program is designed to ensure that all identified Emergent Bilingual students receive the linguistic and academic support necessary to succeed in English and meet grade-level expectations.
esl support
esl support
ELementary ESL (Prek-5th grade)
ELementary ESL (Prek-5th grade)
The English as a Second Language (ESL) program for students in prekindergarten through 5th grade utilizes a push-in model of English-only instruction designed to meet each student’s individual language proficiency level. Students are served in classrooms led by ESL-certified teachers who provide targeted linguistic and academic supports to promote the development of listening, speaking, reading, and writing skills in English.
Middle School ESL (6th-8th)
Middle School ESL (6th-8th)
The English as a Second Language (ESL) program at the middle school level is offered through a designated English Language Development (ELD) course, similar to an elective class period. This course provides students with targeted instruction to develop English language proficiency in listening, speaking, reading, and writing while supporting success in academic content areas.
High School ESL (9th-12th)
High School ESL (9th-12th)
instructional practices & student support
instructional practices & student support
Jarrell ISD teachers implement research-based instructional practices that help Emergent Bilingual students develop English proficiency while successfully accessing grade-level academic content. These strategies are designed to support language growth in listening, speaking, reading, and writing across all content areas.
Examples of effective classroom practices include:
Language objectives to clearly define the language students will use and develop during instruction
Sentence stems and academic discourse supports to build confidence in speaking and writing
Visual supports such as images, graphic organizers, and models to enhance comprehension
Vocabulary development through explicit teaching of academic language and key concepts
Cooperative learning structures that promote meaningful peer interaction and language practice
Reading and writing scaffolds to support comprehension, organization, and written expression
TELPAS preparation through integrated practice in listening, speaking, reading, and writing aligned to language proficiency expectations
ASSESSMENT & PROGRESS MONITORING
ASSESSMENT & PROGRESS MONITORING
telpas (K-12TH)
telpas (K-12TH)
Texas Education Agency requires all identified Emergent Bilingual students in grades K–12 to participate annually in the Texas English Language Proficiency Assessment System (TELPAS).
TELPAS measures each student’s progress in learning academic English and evaluates growth in four language domains:
Listening – Understanding spoken English in academic and social settings
Speaking – Using spoken English effectively during learning activities and interactions
Reading – Comprehending and interpreting written English at the appropriate grade level
Writing – Producing written English for grade-level classroom assignments
Students are assessed using the Proficiency Level Descriptors (PLDs), which describe stages of English language development from beginning to advanced high.
ongOING PROGRESS MONITORING
ongOING PROGRESS MONITORING
In addition to TELPAS, teachers monitor student progress throughout the year through:
Classroom assignments and performance tasks
District benchmark and unit assessments
Reading and writing progress checks
Teacher observations and language samples
Academic progress in core content areas
These measures help teachers adjust instruction, provide targeted support, and ensure students continue progressing in English proficiency while meeting grade-level expectations.
HELPFUL LINKS & FAMILY RESOURCES
HELPFUL LINKS & FAMILY RESOURCES
Page updated
Report abuse