The English Language Learner Kindergarten offers Limited English Proficiency (LEP) students an extended-day program to enable students to enter first grade better prepared to engage in English language classroom activities. LEP students attend their neighborhood school for half of the school day and then attend the extended-day LEP Kindergarten Center for the remaining half-day. While in the center, emphasis is placed on increasing the student's facility in English. Positively impacting English development during the Kindergarten year will help students to be more successful in the school setting and will help motivate students to stay in school and graduate. 

Enrollment in the center is limited to 20 students per session. Students must be tested with the Idaho English Language Assessment and score below the Beginning level to qualify for the ELL Kindergarten Center. Students attending the morning session are fed breakfast and students attending the afternoon session are fed lunch. The program is housed at the Fox Hollow Elementary, Erickson, and Bush. ELL Kindergarten students are bussed to and from their home school.

ELL Kindergarten students are selected, based on regular Kindergarten teacher referral, the students' IELA score and the students' ability to communicate and learn in English. The ELL Kindergarten teacher notifies the parents of student placement into the ELL Kindergarten. ELL Kindergarten classes start two weeks after the start of school in the fall.

If you have any questions regarding the ELL Kindergarten you may contact the Student Achievement & School Improvement Office at 525-7533.

ELL Students

LEP StudentsLEP Program
The District has always maintained a strong commitment to improve the linguistic and academic skills of LEP students in an environment that recognizes and promotes multiculturalism. It is the intent of our LEP improvement plan to establish objectives and action plans that will result in increased LEP achievement as measured on the Idaho English Language Assessment.

LEP Parent Involvement Policy
The District believes that the education of each student is a responsibility shared by the school as well as the family. Parents and families of all economic, racial and ethnic, cultural, and educational backgrounds can have positive effects on their children’s learning. The District recognizes the importance of eliminating barriers that impede LEP parent and family involvement, and to provide an environment that encourages collaboration with parents, families and community. Learn More  Aprende Más

Home Language Survey
School districts are required by both Federal and State laws to determine the first language learned by each student. This information is essential in order to provide the best instruction for each student and determines if a student qualifies for LEP services.  The survey is available in English and Español.  The survey responses will become part of the District’s official documentation of language assessments. After a survey is complete parents will recieve a ELL Placement Letter.

Idaho English Language Assessment (IELA)
The Idaho English Language Assessment (IELA) is designed to assess the proficiency level of Limited English Proficient (LEP) students in the five areas of reading, writing, listening, speaking, and comprehension. The primary purpose of this assessment is to provide Idaho educators with proficiency scores for use in their schools, districts, and state, as mandated by the No Child Left Behind Act of 2001.

All students who have been identified as Limited English Proficient (LEP) within the district and schools will take the IELA. An LEP student is an English language learner specifically identified for a language development program. Not all English language learners are LEP students; for example, a student may not have been placed in an LEP program or may have already exited the program.

The Idaho English Language Assessment is divided into four subtests: Reading, Writing, Listening, and Speaking. Each student will be tested annually in all four areas.  IELA scores are used to determine when a student possesses sufficient English language proficiency to exit the LEP program.  The scores are also used to determine the effectiveness of the district’s educational program for LEP students. Learn More

Annual Measurable Objectives
The LEP students in all Idaho districts must meet three targets:

  • Annual progress in learning English.
  • Attainment of English language proficiency on the IELA.
  • AYP in reading/language arts and mathematics (and science when applicable).

Districts that did not meet one or more of  the first two targets are required to notify the parents of  the LEP students that not all targets were met. The notice is available in English  and Español.

Ensuring English learners attain English proficiency and meet the same challenging state academic standards as all other students.

lep familiesEl Distrito cree que la educación de cada estudiante es una responsabilidad compartida tanto por la escuela como la familia. Los padres y las familias de cualquier clase económica, origen, raza, cultura o nivel educativo pueden tener efectos positivos en el aprendizaje de sus hijos. El Distrito reconoce la importancia de eliminar barreras que impidan la participación de los padres y familias LEP y de proporcionar un ambiente que fomente la colaboración entre padres, familias y la comunidad.

El Distrito promueve la participación de los padres y familias LEP de todos sus estudiantes por medio del Consejo Asesor de Padres (PAC). Además, el Distrito reconoce la importancia especial que tiene la participación de los padres para el éxito de los Programas Federales: Título I, Educación Migrante(MEP), Limitado Inglés (LEP), Escuelas y Comunidades Seguras y Libres de Drogas (SDFSC).

El Distrito apoya el desarrollo, implementación y evaluación metódica de un plan de participación de padres y familias LEP que incluye seis (6) principios elementales y metas.

  • Fomentar una comunicación regular, mutua, positiva entre la escuela y el hogar, por ejemplo: visitas personales a la escuela y la casa, aparte de las conferencias de padres de familia, contactos por teléfono y electrónicamente, uso de intérpretes.
  • Promover y apoyar la crianza responsable de los hijos. Por ejemplo: talleres, centros de recursos, y grupos de apoyo para padres.
  • Reconocer el hecho de que los padres y las familias tienen un papel integral en ayudar a sus hijos a aprender. Por ejemplo: noche para aprender sobre el programa académico de la escuela, programas de alfabetización, actividades para planear para después de terminar la secundaria, como obtener acceso a materiales de instrucción.
  • Fomentar un ambiente seguro y de puertas abiertas para que los padres y las familias puedan visitar las escuelas a las que sus hijos asisten; y activamente solicitar el apoyo de los padres y familias para los programas escolares. Por ejemplo: entrenamiento de voluntarios y personal, actividades de la familia en la escuela, identificar oportunidades para voluntarizarse dentro y fuera de la escuela.
  • Incluir a los padres como socios directos en las decisiones que afecten a sus hijos y familias. Por ejemplo: compartir los conocimientos de los padres y maestros en estudiantes individualmente, planificación académica, comités para brindar asesoría (como tecnología, nutrición/ salud), desarrollo de liderazgo entre padres.
  • Usar los recursos de la comunidad disponibles para fortalecer y fomentar los programas escolares, las costumbres de las familias y el rendimiento de los estudiantes.

E Distrito está comprometido a brindar oportunidades para el perfeccionamiento profesional para mejorar el entendimiento del personal del Distrito en cuanto a estrategias efectivas de participación de los padres y familias LEP. El Distrito también reconoce la importancia de un liderazgo en el sector administrativo al tener expectativas y al crear un ambiente favorable para la participación de los padres y familias LEP.

Los padres y familias LEP serán incluídas en la evaluación anual del contenido e impacto de esta política. La evaluación será usada para mejorar y/o crear procedimientos para mejorar la participación de los padres y familias.

LEP FamiliesThe District believes that the education of each student is a responsibility shared by the school as well as the family. Parents and families of all economic, racial and ethnic, cultural, and educational backgrounds can have positive effects on their children’s learning. The District recognizes the importance of eliminating barriers that impede LEP parent and family involvement, and to provide an environment that encourages collaboration with parents, families and community.

The District provides for LEP parent and family involvement for all of its students through the Parent Advisory Council (PAC). In addition, the District recognizes the special importance of parent involvement to the success of its Federal Programs: Title I, Migrant Education (MEP), Limited English Proficiency (LEP), Safe and Drug-Free Schools and Communities (SDFSC).

The District supports the development, implementation and regular evaluation of a LEP parent and family involvement plan that includes six (6) elements and goals:

  • Promote regular, two-way, meaningful communication between home and school.  Examples: personal visits beyond parent/teacher conferences to school and home, electronic/telephone contact, use of translators.
  • Promote and support responsible parenting. Examples: parenting workshops, parent resource centers, parent support groups.
  • Recognize the fact that parents and families play an integral role in assisting their children to learn. Examples: parent curriculum night, family literacy programs, post-secondary planning activities, and access to instructional materials.
  • Promote a safe and open atmosphere for parents and families to visit the school that their children attend; and, actively solicit parent and family support and assistance for school programs Examples: training of volunteers and staff, family activities at school, identifying parent volunteer opportunities in and out of school.
  • Include parents as full partners in decisions affecting their children and families. Examples: shared parent and teacher expertise on individual students, student academic planning, advisory councils (e.g., technology, nutrition/wellness), parent leadership development.
  • Use available community resources to strengthen and promote school programs, family practices, and the achievement of students

The District is committed to professional development opportunities to enhance district staff understanding of effective LEP parent and family involvement strategies. The District also recognizes the importance of administrative leadership in setting expectations and creating a climate conducive to LEP parent and family participation.

LEP parents and families will be included in the annual evaluation of the content and impact of this policy. The evaluation will be used to improve and/or create practices to enhance parent and family involvement.