Mission Statement

To ensure equal educational opportunities for every student and in recognition of the educational needs of emergent bilingual English learners, the Prosper ISD English as a Second Language (ESL) program is committed to:

• provide a continuum of services and support for Emergent Bilingual English Learners
• support the development of academic and social English
• provide an emotionally safe and nurturing environment
• promote self-efficacy by preparing students for success and leadership in a global society.

Program Overview

The ESL program in Prosper ISD provides support for students that have a primary language other than English in grades PK-12.  The ESL Specialist supports our students in acquiring English fluency in listening, speaking, reading and writing.  ESL Specialists also serve as a cultural bridge for students new to the United States, linking a student's native culture with their new culture in America . 

The ESL Specialist utilizes the TEKS (Texas Essential Knowledge and Skills) and ELPS (English Language Proficiency Standards) to provide instruction that is aligned to the individual student’s English Proficiency level. Instruction is provided in various modalities, such as pull/out, push/in, and structured ESL Classes at the secondary level. 

Prosper ISD follows the guidelines set forth by the Texas Administrative Code Chapter 89 for identification of emergent bilingual English learners.  When a child is identified as an English learner, the student may be served in either a bilingual program (PK-5) or an ESL program (PK-12).  The ESL Parent Brochure provided by TEA provides an overview of the identification, placement, review, and monitoring processes of the ESL program. The brochure is available in English, Spanish, and Vietnamese.

Please visit the TEA's English Learner Portal for Parents and Families for more information.  This portal contains information about resources to support students at home, resources in the community to support the family, and more.

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 requirements. Texas annually assesses the English language proficiency of students who have been identified as English learners (ELs) in four language domains—listening, speaking, reading, and writing. TELPAS evaluates the progress that each EL makes in becoming proficient in the use of academic English. 

To read more about TELPAS, you may view and/or download this TEA TELPAS FAQs for Parents resource in English or Spanish.  For information on how parents can prepare their child for TELPAS, you may view and/or download the TELPAS Parent Tips in English or Spanish.

Upon their initial enrollment and at the end of each school year, the language proficiency assessment committee (LPAC) reviews all pertinent information on all English learners identified in accordance with TEA Chapter 89 in order to:

1. designate the language proficiency level of each English learner in accordance with the guidelines issued pursuant to §89.1226(b)-(f) of this title;
2. designate the level of academic achievement of each English learner;
3. designate, subject to parental approval, the initial instructional placement of each English learner in the required program;
4. facilitate the participation of English learners in other special programs for which they are eligible while ensuring full access to the language program services required under the TEC, §29.053; and
5. reclassify students, at the end of the school year only, as English proficient in accordance with the criteria described in §89.1226(i) of this title.

Visit TEA's LPAC Parent Resources page to learn more about the LPAC's role in serving emergent bilingual English learners.