What is an ELL?
School districts in Texas are required by state law to assess the English language proficiency of all students whose Home Language Survey indicates that the home language is a language other than English. 

If a child demonstrates limited English proficiency on the assessment, he/she is considered an English Language Learner (ELL).    
What does it mean to be LEP?
Individuals who do not speak English as their primary language and who have a limited ability to read, speak, write, or understand English can be limited English proficient, or “LEP.”
Can a student who is not classified as LEP participate in Dual Language Enrichment?
Yes.  Any student who is considered to be a native English speaker (or "Non-LEP") can request participation in the Dual Language Enrichment program offered at CHISD upon entering Kindergarten or 1st grade only.  
Why can't native English speakers enroll in Dual Language Enrichment after first grade?
Formal academic learning which includes listening, speaking, reading, and writing about subject area content material is referred to as Cognitive Academic Language Proficiency (CALP). This level of language proficiency takes anywhere from five to seven years to fully develop.  As our Dual Language Enrichment Program currently stands, native English speakers enrolling after first grade will not receive instruction in their second language for the recommended time period to acquire the desired level of language proficiency.  For this reason, we do not recommend placement of students in Dual Language for enrichment purposes after first grade.  
What is TELPAS?
TELPAS is an assessment program for students in Texas public schools who are learning the English language. The letters in TELPAS stand for the Texas English Language Proficiency Assessment System. The Texas Education Agency developed TELPAS to meet state and federal testing requirements. Texas assesses English language learners annually in listening, speaking, reading, and writing. Students learning the English language begin participating in TELPAS in kindergarten and stop participating when their language proficiency assessment committee (LPAC) determines that they are proficient in the English language. 
What is LPAC?
The Language Proficiency Assessment Committee (LPAC) is a group comprised of teachers, an administrator and a parent representative whose responsibilities follow a cycle throughout the year. The responsibilities include: Identification, Assessment and Documentation Review, Placement, Instructional Methodologies and/or Interventions, Collaboration, Annual Review, Assessment, and Parental Notification.
The LPAC also facilitates the participation of limited English proficient students in other special programs for which they are eligible, ensures parent notification of student progress and LPAC decisions made on behalf of the child, and continuously monitors assessment results, interventions, and program appropriateness. 
How do I serve on the LPAC?
If you are the parent or guardian of a student who participates in a Bilingual or English as a Second Language (ESL) program and would like to serve as a member of the Language Proficiency Assessment Committee (LPAC) please contact the campus where you would like to volunteer or call April Munoz at 903-566-2441. As the parent representative of the LPAC, you will serve as an advocate to ensure students receive appropriate services. Training will be provided prior to your participation on the committee.