English as a second language (ESL) programs shall be provided to enable limited English proficient (LEP) students to become competent in the comprehension, speaking, reading, and composition of the English language. Programs shall emphasize mastery of English language skills as well as mathematics, science, and social studies, as integral parts of the academic goals for all students to enable LEP students to participate equitable in school. ESL programs shall be essential parts of the school program and shall use educational approaches designed to meet the special needs of the LEP students. The basic curriculum content of the programs shall be based on the state instructional goals and objective.
Limited English Proficiency when used with reference to individuals means (a) individuals who were not born in the United States or whose native language is a language other than English; and/or (b) individuals who come from environments where a language other than English is dominant; and/or (c) individuals who are American Indian and Alaskan natives and who come from environments where a language other than English has had a significant impact on their level of English language proficiency, and Who by reason thereof, have sufficient difficulty speaking, reading, writing, or understanding the English language to deny such individuals the opportunity to learn successfully in classrooms where the language of instruction is English.
Preston County Schools shall offer LEP students instruction and help in English as a Second Language (ESL), or other transitional instruction approved by Preston County Schools in elementary grades through grade twelve.
The school-designed program shall address the affective, linguistic, and cognitive needs of the LEP students.
Students with limited English proficiency will be eligible to receive ESL services. English as a second language services will not be provided to students participating in a foreign exchange program. These students, as a prerequisite of placement, have indicated a proficiency in English. Foreign exchange students may participate in such a program, however, if ESL services are being offered for resident student(s).
The procedures to follow in determining eligibility for LEP are as follows:
- The school administrator refers the student to the county ESL contact person;
- The school administrator/counselor or individually interviews the family to determine proficiency of English-spoken in the home;
- A formal assessment of language is administered to the student by the school psychologist, (e.g. Woodcock Language Proficiency Battery-Revised);
- Based on assessment results, the student is determined to be eligible or ineligible for services;
- ESL consultative services will be made available to students who receive a standard score below 90 on the assessment instrument. Amount of consultative services will be determined by the score received.
At the end of each school year, all identified LEP students shall be administered a standardized test of language proficiency. When a student's score falls in the to the "'average range" (a standard score of 91 or higher), and upon recommendation of the school a student may be exited from a LEP program.
Decisions about how an LEP student will be tested on the norm-referenced tests which comprise the SAT-9 shall be made on an individual basis for each student for each subtest. It is recommended that the school SST committee determine how the LEP student will participate in the SAT-9 and which, if any, accommodations or modifications are required. For each student the committee must decide which of the following are appropriate for each subtest:
- testing with accommodations which maintain standard conditions;
- testing with modifications which are permissible but do not maintain standard conditions;
- exemption from testing.
- the level of previous schooling in the home language;
- the amount of schooling the student has received in the United States.
Upon determination of ESL eligibility, the ESL teacher, administrator, and classroom teacher will establish an appropriate program of study. The program of study can range from where a student needs extensive classroom modifications and English instruction, to where little or no modifications are necessary.
The amounts and types of modifications will vary based upon the level of language proficiency possessed by the student.
The ESL instructor is the consultant teacher who works with the student on an as-needed basis, and provided assistance to the classroom teacher in modifying the curriculum. An ESL instructor may be an English teacher, Reading teacher, Foreign Language teacher, or other teacher as designated by the school administration.
When an LEP student is assigned to a specific grade, the following factors will be considered:
*student's age
*English/language experience
*parental/guardian input
lf, after initial placement is made and staff members agree that the placement needs modified, placement may then be changed with parent/guardian permission.
High academic standards should be maintained for ESL students. Nevertheless, the ESL student may have difficulty in performing academically with their classmates who are not limited in their proficiency of the English language, especially in content classes. ESL students should not be penalized for the difficulty they may experience in their academic classes due to their limited language proficiency.
It may be necessary to implement an alternative grading scale for LEP students. This should be on an as-needed basis. The grading scale, if appropriate, could consist of awarding a "U' (Unsatisfactory) or a "S" (Satisfactory).
ADOPTED: September 14,1998