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1. Invite them to volunteer in the classroom and at school events.
2. Schools can host family events like Multicultural Night where families can incorporate their nationality.
3. Provide an interpreter for communication if there is a langauge barrier.
4. Invite parents to speak to their child's class about their native country.

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Include more Sentence Frames: Sentence frames show these students how to structure language in an appropriate way. This helps them practice using the language in an academic way.

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Use more Group Work: These types of learners benefit from practicing language with their peers. Doing group work keeps them engaged more than whole class instruction allowing them to gain more knowledge through interaction with their peers.

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Use Graphic Organizers: Using visual illustrations allows these students to understand the material better while learning what is important. A KWL chart is a great example of this as it allows teachers to learn what these students already know regarding a topic. These students have a hard time processing spoken instruction, so making things visual will improve their comprehension.

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Format:

1. Home Language Survey: Administered to all students upon enrollment. Students will be assesed if survey shows language other than English.

2. Assessment: Considered an English learner if score is below fluent level

1. Grades PreK-1: Language Proficiency Test (listening, speaking)

2. Grades 2-12: Language Proficiency Test (reading, writing, listening, speaking)

3. Language Proficiency Assessment Committee (LPAC): Administrator, ESL Teacher, Parent

1. State Approved Billingual Education Programs

2. State Approved ESL Programs

4. Data Review: Based on results from TELPAS, STARR, or teacher classroom observations. Leads to student reclassification:

1. English Learner: Continue

2. English Proficient: Student may exit program with parent approval

5. Monitoring after Reclassification: Student placed in GenEd classroom with parent approval. Student will be monitored by LPAC for 2 years with progress sent to parent

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Models:

1. 1. ESL Pull Out: This is where Elementary aged kiddos are in a mainstream classroom, but pulled out for a portion of each day to recieve ESL instruction.

2. ESL Class Period: This is where Middle School aged kiddos recieve ESL instruction during a regular class period.

3. ESL Resource Center: This is where students are brought together from several clasrooms or schools to a central location to fous on ESL material.

4. ESL Self Contained: This is where Elementary aged kiddos spend majority of the day with an ESL teacher

5. ESL Team Teaching: This is where one or more certified teachers teach, each are assigned different content areas

6. Structured English Immersion: A self contained classroom with only English learners. All subject matter is taught in English with very  little clarification in the student's native language.

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Purpose: ESL programs are designed to make grade level academic content accessible to English learners. ESL programs target English language development, including listening, speaking, reading, and writing skills, through academic content instruction that is linguistically and culturally responsive. This means that the ESL program uses the academic, linguistic, and cultural background of English learners as a platform for acquiring grade level content material in English.
Length of Insruction: The amount of time spent in an ESL program is based on the student's level of profiency in English.
Teacher Qualifications: Must be certified in English as a Second Language. Does not have to be proficient in the native language.

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According to the TEA, ESL is an Intensive English Language Instruction Program provided by ESL certified teachers who are trained in effective second language acquistion methods. The goal of ESL programs is for English learners to attain full proficiency in English in order to participate equitably in school.