AC-LEP
Policy For
Providing English as a Second or Other Language (ESOL) Services
Prescribed
Under
Title VI
of the Civil Rights Act of 1964
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 or Other 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
Deerfield School District will make every effort to provide a qualified
instructor and will generally employ the immersion model of E.S.O.L.
instruction which typically includes mainstreaming into appropriate classes,
separate E.S.O.L. instruction using foreign language methodologies, and
tutoring (in English) in content areas. 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.O.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.O.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.
APPROVED: July,
1989
REAFFIRMED: October,
1996; January, 2000; October, 2001; September, 2005
Exit from
E.S.O.L. services will be determined by data obtained from a successful
transition through the identified instructional levels, curriculum and E.S.O.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.O.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.
Due Process Procedures
If a
complaint arises as to student placement, acquisition of services, or other
issues involving an individual of limited English proficiency the grievance
procedure (Appendix “B”) will be followed.