ACE-LEP
Policy For Providing Services Prescribed Under
Title VI of the Civil Rights Act of 1964
Notice of Compliance
The Allenstown School District does not discriminate in its
educational programs, activities, or employment practices on the basis of race,
color, religion, national origin, age, sex or handicap under the provisions of
Title VI of the Civil Rights Act of 1964, the Age Discrimination Act of 1967,
Title IX of the Education Amendment of 1972, Section 504 of the Rehabilitation
Act of 1973 and the Education for all Handicapped Children Act of 1975. Any person having inquiries concerning
compliance with the regulations implementing these laws may contact:
The Assistant Superintendent of Schools, Administrative Unit
#53, 267 Pembroke Street, Pembroke, NH 03275 Phone: (603) 485-5187.
Any person may also contact the Assistant Secretary for Civil
Rights, U.S. Department of Education or the Director, U.S. Department of
Education, Office for Civil Rights, Region I,
Identification and Testing
If, through registration information, referral or the home
language survey (Appendix A), a student is thought to have limited English
proficiency which will adversely affect his/her educational opportunities and
success, further identification processes as described in section I of the
Department of Education’s English as a Second Language Helpbook will be
conducted. The
Support Services
Once identification and appropriate assessment have determined
if services are required, the instructional level of the student will be
determined. A student may be classified
as non-English proficient, limited-English proficient, or transitional
English proficient based on the extent of services required.
The Allenstown School District will make every effort to
provide a qualified instructor and will generally employ the immersion model of
E.S.L. instruction which typically includes mainstreaming into appropriate
classes, separate E.S.L. instruction using foreign language methodologies, and
tutoring (in English) in content areas.
Sample daily instructional schedules detailing the three classifications
for both
primary and secondary levels
are provided in Appendix B. School
counselors and other faculty members may also provide support services to aid
in social adjustment and to offset culture shock. Ongoing parental input is an essential
component of the overall plan.
A coordination team comprised of a classroom teacher, the
E.S.L. teacher, and other appropriate faculty/administration members will be
responsible for planning the program, assessing progress, and determining
proficiency reclassification and existing readiness. Progress will be assessed through
observations of the student’s class and E.S.L. teachers. A student will be reclassified using the
above criteria as well as class grades and re-administration of the
State-recommended proficiency test.
Results of these measures will help determine goals and skill areas to
be emphasized at the new level.
Exit from E.S.L. services will be determined by data obtained
from a successful transition through the identified instructional levels,
curriculum and E.S.L. teacher observations and assessments, student performance
in regular course work, and student and parent input. The coordination team will review all exiting
information and render a decision on whether the student should be released
from the E.S.L. plan. The team may
specify that support services continue for an exiting student for a further
transitional period.
Upon exiting the program, a student should be placed into a
standard classroom program commensurate with his/her age and grade level. Periodic monitoring by the coordination team
to assure that the student is achieving satisfactorily is a necessary component
of the exiting process. Further support
will be provided if the team determines the student is not experiencing success
or has additional learning or language problems. After a six-month probationary period during
which the student has experienced satisfactory success and progress in the
standard class setting, he/she will be classified as English fluent. Regular monitoring by classroom teachers will
continue for at least another six-month period to ensure that the student
continues to retain at least the exiting level of English proficiency. Support services will continue to be
available if additional need is identified.
Each reclassification decision throughout the process will be
communicated to the parent, student, and appropriate faculty members. Additionally, descriptions of the student’s
needs and proposed new program will be provided to each of the above
parties. Appropriate records and
notifications associated with the process will be maintained as a part of the
student’s cumulative folder. Parents
will be advised of their right to appeal any reclassification decision.
Appendix C provides a listing of various support services also
available to students identified as possessing limited English
proficiency. Module 5: Support
Services (Department of Education, Appropriate and Effective Education
Programs) will also be referenced for this purpose.
Due Process Procedures
If a complaint arises as to student placement, acquisition of
services, or other issues involving an individual of limited English
proficiency to establish grievance procedure (Appendix “D”) will be followed.