English as a Second Language (ESL) Program

Round Rock ISD is committed to providing an effective English as a Second Language program (ESL). The ESL program is a PreK-12 program that ensures students who are identified as Emergent Bilingual (EB) receive the assistance needed to achieve high levels of English proficiency. ESL is a program that integrates instruction with subject matter that not only targets the second language, but uses that language as a means to learn science, social studies, mathematics, and other academic subjects. The ESL program applies strategies and methods designed to integrate the English language domains of reading, writing, listening, and speaking to EB students. Students participating in the ESL program receive grade level instruction in English. In addition, the classroom teacher addresses the affective, cognitive, and linguistic needs as students acquire English language proficiency.

Identification Process

Round Rock ISD is required to offer an English as a Second Language program regardless of a student’s grade level and native language.

According to the Texas Administrative Code, §89.1215(a), all students must have a Home Language Survey (HLS) completed by the parent upon enrollment. The HLS shall be administered to each student new to the district. If the HLS indicates a language other than English, testing must be initiated to determine English proficiency. This testing takes place at the student’s home campus.
For students in grades PreK-1:
- An Oral Language Proficiency Test (OLPT) will be administered to determine proficiency in English. Because Round Rock ISD offers a Bilingual Program for Spanish speakers, students must be tested in English and in Spanish. Testing will be administered by trained personnel, and parental permission does not have to be obtained prior to oral language proficiency testing.
- PreK-1 students scoring below the cut-off for English proficiency on the Oral Language Proficiency test are classified as Emergent Bilingual.
For students in grades 2-12:
- An Oral Language Proficiency Test (OLPT) will be administered to determine proficiency in English. Because Round Rock ISD offers a Bilingual Program for Spanish speakers, students must be tested in English and in Spanish in grades 2-5. Testing will be administered by trained personnel, and parental permission does not have to be obtained prior to oral language proficiency testing. Students scoring below the cut-off for English proficiency on the OLPT are considered Emergent Bilingual.
- The student will also be given an English norm-referenced standardized achievement test (NRT) assessing the student’s ability in reading and language arts.
- Students who score below the 40th percentile on the English reading and English language arts sections of the NRT are classified as Emergent Bilingual, even if their OLPT score reflects English proficiency.
- If the student’s ability on the English OLPT is so limited that the administration at his/her grade level of the English norm-referenced standardized achievement test is not valid, then the student is classified as Emergent Bilingual.

Brushy Creek Elementary teacher showing a book to a student

graphic of words swirling: speaking, writing, interaction, reading, learning

ESL Program Goals:

Provide an educational framework for excellence to support Emergent Bilingual learners.
Support teacher education through professional development opportunities that support diverse learners.
Develop efficient and effective systems to monitor student achievement of diverse learners.
Use data to provide teacher and student support.
Serve every person with integrity, a positive attitude, and student-focused action.

ESL Program Information

Parent Resources

Round Rock ISD Instructional Plan

Elementary (PreK-5th Grade)

At the elementary level, classroom teachers are ESL certified and considered highly qualified to meet the linguistic, affective, and academic needs of their EB students.
The classroom teacher utilizes the TEKS and the state mandated ELPS. ELPS will be addressed in all language domains: listening, speaking, reading and writing based on the linguistic level of individual students. §89.1210(a)
Teachers use instructional methods including sheltered instruction which target the affective, cognitive, and linguistic needs of their EB students. §89.1210 (b)(1)(2)(3)
Individualized and differentiated instruction consists of academic and social language targeting listening, speaking, reading and writing.

Middle School Levels (6th-8th Grade)

Immigrant students who are at the beginning levels of English proficiency are considered a Newcomer. Newcomers are recently arrived immigrant students (typically in their first 3 years in U.S. schools). They are not always identified as Emergent Bilingual, and they are not always at beginning or intermediate levels of proficiency. Typically, newcomer EB students need strategic oral language development. In Round Rock ISD, Newcomer students that qualify as EB are taught through a specialized curriculum which addresses their cognitive, affective, and linguistic needs. Teachers use the Newcomer and ELA curriculum while targeting English language development through the state mandated ELPS. Teachers reinforce vocabulary terms and concepts taught in English Language Arts. ELPS are addressed in all language domains: listening, speaking, reading and writing based on the linguistic level of individual students.
In English Language Arts and Reading classes, an ESL certified teacher will serve as the instructor for EB students. ESL certified teachers work in conjunction with core content teachers to use instructional methods that target the affective, cognitive and linguistic domains of students indicated as EB. §89.1210 (b)(1)(2)(3)

High School Levels (9th-12th Grade)

Immigrant students who are at the beginning levels of English English proficiency are considered a Newcomer. Newcomers are recently arrived immigrant students (typically in their first 3 years in U.S. schools). They are not always identified as Emergent Bilingual, and they are not always at beginning or intermediate levels of English proficiency. Typically, newcomer EB students need strategic oral language development. In Round Rock ISD, Newcomer students that qualify as EB are taught through a specialized curriculum which addresses their cognitive, affective, and linguistic needs. Teachers use the Newcomer and ELA curriculum while targeting English language development through the state mandated ELPS. Teachers reinforce vocabulary terms and concepts taught in English Language Arts. ELPS are addressed in all language domains: listening, speaking, reading and writing based on the linguistic level of individual students.
Teachers who serve EB students will follow the TEKS for their core content using accommodations for language levels and ESL specific resources. Teachers will foster the development of English language acquisition by engaging students in numerous activities that build on their prior knowledge and skills to strengthen their listening, speaking, reading, and writing skills.
Teachers utilize the TEKS and the state mandated ELPS. Teachers will reinforce vocabulary terms and concepts taught in English Language Arts. ELPS will be addressed in all language domains: listening, speaking, reading and writing based on the linguistic level of individual students. ESL certified personnel will work in conjunction with core content teachers to support the use of instructional methods that target the affective, cognitive and linguistic domains of students indicated as EB. §89.1210 (b)(1)(2)(3)

Promising Practices in Classrooms

Emergent Bilingual Instructional Support

English Language Proficiency Standards (ELPS)

In Round Rock ISD, teachers integrate the English Language Proficiency Standards (ELPS). The ELPS are designed to help EB learners progress in English while learning content material. The ELPS are like the TEKS because they are both sets of curriculum standards. But while the TEKS specify content skills, the ELPS represent the linguistic skills students will need as they acquire English. The TEKS are content and grade level specific, while the ELPS are cross-curricular and span across grade levels as well. Both the TEKS and the ELPS are required by the Texas Education Code as mandatory standards. The ELPS cover five areas:

Listening
Speaking
Reading
Writing
Learning Strategies

As students move through the ELPS, the ELPS become increasingly complex. This is designed to meet students’ needs as they develop increasingly complex social and academic English through focused, targeted, and systematic instruction. With the English Language Proficiency Standards, students increase in proficiency from beginning to intermediate, to advanced, to advanced high in reading, speaking, listening, and writing.

Proficiency Level Descriptors (PLDs)

The ELPS PLDs define how well ELs at the four proficiency levels (beginning, intermediate, advanced, and advanced high) are able to understand and use English in grade-level academic settings. The descriptors show the progression of second language acquisition from one proficiency level to the next and serve as a road map to help teachers tailor instruction to the linguistic needs of ELs.

Beginning – meaning with little or no English ability
Intermediate – meaning with limited ability, simple language, high-frequency vocabulary, routine contexts
Advanced – meaning with grade appropriate, with second language acquisition support; and finally
Advanced high – meaning with grade appropriate, with minimal second language acquisition support

TELPAS

TELPAS is an assessment program for students in Texas public schools who are learning the English language in grades K-12. The letters in TELPAS stand for the Texas English Language Proficiency Assessment System. The Texas Education Agency developed TELPAS to meet state and federal requirements. Texas annually assesses the English language proficiency of students who have been identified as Emergent Bilingual students in four language domains—listening, speaking, reading, and writing. TELPAS evaluates the progress that each EB makes in becoming proficient in the use of academic English. EB students are assessed utilizing the Proficiency Level Descriptors (PLDs) which is a rubric that was developed to rate the level of English proficiency in listening, speaking, reading and writing.

Just as teachers use the TEKS to inform instruction assessed by the STAAR test, TELPAS assesses the four language domains:

Listening – The ability to understand spoken language, comprehend and extract information, and follow social and instructional discourse through which information is provided
Speaking – The ability to use spoken language appropriately and effectively in learning activities and social interactions
Reading – The ability to comprehend and interpret written text at the grade-appropriate level
Writing – The ability to produce written text with content and format to fulfill grade-appropriate classroom assignments