Dripping Springs ISD is committed to providing an effective English as a Second Language (ESL) program. 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.

DSISD 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 DSISD 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:

  • A language proficiency assessment will be administered to measure English, and Spanish if necessary, skills across the domains of speaking, listening, reading and writing. 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 assessment are considered Emergent Bilingual.

  • If the student’s ability on the English assessment 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.

• 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.