P6141.311

Instruction

Programs for Limited English Proficient Students

The Board of Education recognizes the need to provide equal educational opportunities for all students in the District. Therefore, if the inability to speak and understand the English excludes a student from effective participation in the District’s educational programs, the District shall take appropriate action to rectify the English language deficiency in order to provide the student with equal access to its programs. Students in a language minority (LM) or who have limited English Proficiency (LEP) will be identified, assessed and provided appropriate services. No child will be admitted to or excluded from any program based solely on surname or LM status.

The Superintendent or his/her designee is directed to develop and implement procedures which:

·  Appropriately identify and evaluate students with limited English proficiency (LEP.)*

·  Appropriately identify language minority students.

·  Determine the appropriate instructional environment for LEP students.

·  Annually assess the English proficiency of LEP students and monitor the progress of students receiving English as a Second Language (ESOL) or bilingual instruction in order to determine their readiness for the mainstream classroom environment.

·  Where possible, the District may provide support for the student’s use of the native language while developing English language skills.

·  Provide parents with notice of and information regarding the instructional program as required by law and encourage parental appraisal of their child’s program.

Definitions:

Language Minority (LM) refers to a student whose linguistic background, such as country of birth or home environment, includes languages other than English.  Language minority is based solely on the student’s background and not on proficiency.

Limited English Proficiency (LEP) refers to an LM student whose proficiency in reading, writing, listening or speaking English is below that of grade and age-level peers.  Limited English proficiency is based on the assessment of a student’s English language proficiency.

English for Speakers of Other Languages (ESOL) refers to an instructional approach that can include structured ESOL immersion, content-based ESOL and pull-out ESOL instruction.

Bilingual Education refers to an instructional approach that explicitly included the student’s native language in instruction.  This approach requires an instructor fluent in the student’s native language and proficient in content areas and is often used where many LEP students share the same language and where qualified bilingual teachers are available.

Limited English proficient (LEP) students, including those also identified as requiring special education, who are in their first year of enrollment in a U.S. school and have been in attendance for one school year or less may be permitted to be exempt from one administration of the reading/language arts portion of the Connecticut mastery examinations.  These students must take the Language Assessment Scales (LSS-Links).  No such exemption is permitted, based on federal guidelines, from the mathematics and science assessments of the Connecticut mastery examinations and the Connecticut Academic Progress Test (CAPT). Accommodations, as provided in classroom instruction may be used.

Limited English proficient students eligible for special education due to significant cognitive impairment must be tested on the CMT/CAPT Skills Checklist, regardless of the one school year exemption option.

(cf. 6141.31 – Bilingual-Bicultural Education)

(cf. 6146.2 – Statewide Proficiency/Mastery Examinations)

(cf. 6162.31 – Test Exclusion)

Legal Reference:  Connecticut General Statutes

10-17 English language to be medium of instruction. Exception.

10-17a Establishment of bilingual and bicultural program.

10-17d Application for and receipt of federal funds.

10-17e Definitions.

10-17f Required bilingual education. (as amended by PA 98-168, PA 01-205 and June Special Session PA 15-5)

10-17g Application for grant. Annual evaluation report.

10-76e Definitions.

10-146f Waiver of certification requirements for bilingual teachers.

P.A. 99-211 An Act Improving Bilingual Education.

State Board of Education Regulations

10-17h-1 to 10-17h-15. Programs of bilingual education.

Title VI, Civil Rights Act of 1964

Equal Education Opportunities Act as an amendment to the Education Amendments of 1974

Bilingual Education Act. 20 U.S.C. §§7401 et seq. as amended by the English Language Acquisition, Language Enhancement, and Academic Achievement Act. Title III, Sections 3001-3304 of HR1, No Child Left Behind Act of 2001, P.L. 107-110.

34 CFR, Part 200 Regulations appearing in Federal Register, 9/13/06.

Policy adopted:  September 6, 2016

Policy reviewed and approved:  January 22, 2019

PORTLAND PUBLIC SCHOOLS

Portland, Connecticut