ACE-LEP

 

CHICHESTER SCHOOL DISTRICT

 

Policy For Providing Services Prescribed Under

Title VI of the Civil Rights Act of 1964

 

Notice of Compliance

 

      The Chichester 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, Boston, Massachusetts.

 

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 Chichester School District will take steps as necessary to implement the administration of the E.S.L. Instructional Placement and English Proficiency Clarification Test as outlined in Module 4: Testing/Monitoring Instruments of the Department of Education’s Standard Series for Appropriate and Effective Educational Programs for Limited English Students to determine English proficiency.  Again, steps described in the Helpbook will be followed.

 

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 Chichester 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

 

 

APPROVED:         July, 1989

REAFFIRMED:     October, 1996

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.