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.