Staff and Locations

Casi Woods
ESL Teacher
Highland Park High School
(214) 780-4898

Barbara Wisener, Ed.D.
ESL Teacher
Highland Park Middle School/McCulloch Intermediate School
(214) 780-3668

Lauri Kennedy
ESL Teacher, ESL Coordinator
UP Elementary
(214) 780-3495

*All elementary students enrolled in the ESL program attend University Park Elementary.

Job Descriptions

ESL teachers teach all ESL classes. In addition, they administer language proficiency tests to those students who have a language other than English. They are members of the Language Proficiency Assessment Committee and maintain the paperwork associated with this committee.

Definition and Purpose

The ESL program is designed to teach English language skills to students who are non-proficient. The purpose of the program is to enable limited English proficient students to become competent in the comprehension, speaking, reading, and composition of the English language and to participate equitably in school.


Students who speak another language in their homes are tested for oral English proficiency.

The following oral tests are used:

Kindergarten - Pre-LAS
Grades 1-6 - IDEA IPT 1
Grades 7-8 - IDEA IPT 2
Grades 9-12 - LAS

Students in second grade and older also need to prove proficiency in reading and writing by scoring above the 40th percentile on a TEA-approved standardized test or by passing the State of Texas Assessment of Academic Readiness (STAAR). Additional information about the student's reading and writing level is sometimes obtained using the IDEA 1 and 2 Reading and Writing Tests or the LAS Reading and Writing Scale.

All ESL students participate in the Texas English Language Proficiency Assessment System (TELPAS) during the spring semester. TELPAS measures a student’s proficiency in speaking, listening, reading and writing English.

Limited Proficiency Assessment Committee (LPAC)

LPAC responsibilities include:

• Reviews all pertinent information on all limited English proficient students;
• Designates the language proficiency level and academic achievement level of each student;
• Designates (subject to parent approval) initial instructional placement in the ESL program;
• Reviews students' progress and designates appropriate instruction;
• Classifies students as English proficient in accordance with state guidelines;
• Monitors the academic progress of students who have exited the ESL program for a period of
two years;
• Grants linguistic accommodations on the STAAR.

• Facilitates the participation of limited English proficient students in other programs
for which they are eligible.


Program Design

At all levels intensive survival English is provided for the real beginning ESL student. This is designed to provide basic survival vocabulary, speaking, listening, reading, and writing in English. In grades 9-12, English I for Speakers of Other Languages and English II for Speakers of Other Languages is available for state graduation credit for ESL students who are immigrants. In grades 5-8, ESL classes continue to develop vocabulary, listening, speaking, reading, and writing, and offer the English Language Arts TEKS at the appropriate level for the student's proficiency in English. The number of periods of ESL is designated by the LPAC. The program at the elementary level is a pull-out program. The amount of time in the ESL classroom is designated by the LPAC. After learning basic survival English, the ESL student continues to develop listening, speaking, reading, and writing in English. The English Language Arts TEKS are offered at a level appropriate for the student's proficiency in English. The program is designed to meet the linguistic, cognitive, and affective needs of the student.

Classroom Support

ESL students are eligible for modifications as appropriate in the regular classroom. The ESL teacher reinforces content area vocabulary and provides linguistic support to help the student be successful in the regular classroom.


Students with disabilities may receive ESL services if they are eligible. If an ESL student is receiving special education services, a professional member of the LPAC serves on the admission, review, and dismissal (ARD) committee of each student.

Forms and Procedures

Students who have a home language other than English on their Home Language Survey are tested for eligibility for the ESL program. If the student is eligible, parents are notified, and permission to participate in the ESL program is sought. The LPAC determines the language level and academic achievement level of the student from all relevant data. The LPAC then determines the amount of ESL instruction each child should receive.

Program Review

The LPAC reviews all cases at least annually or as needed.

Records Retention

All records are kept in the student's permanent record folder.

Staff Development Expectations

All ESL teachers have ESL certification and have training in the administration of the tests given. ESL teachers are expected to stay current in their field and in state regulations by attending conferences and workshops such as those sponsored by Region 10, Texas Education Agency (TEA) Education Service Center located in Richardson, TX.

Parent Involvement

Parents are encouraged to become involved in the PTA and the many activities they sponsor. They have the opportunity to serve as parent representatives on the LPAC. The teacher welcomes the parent as a partner in the education of the student and encourages the parents to take an active interest in the student's education.

Parent Training, Resources, and Support

The parent representative member of the LPAC receives training in the duties of the committee and the state regulations governing ESL education. In addition, the parent is knowledgeable of the program design in the school. The resources for this training are provided by Region 10.