English as a Second Language
The curriculum of the district will be offered in English and the Board believes that a primary goal of the district is to have each child become proficient in the use of the English language. At the same time, however, the Board recognizes the need to provide equal educational opportunities for all students in the district. Therefore, if the inability to speak and understand the English language due to national origin or non-English speaking environments excludes a student from effective participation in the educational programs offered by the district, the district shall take appropriate action to rectify the English language deficiency in order to provide the student equal access to its programs. The board directs the administration to develop and implement procedures which:
• Appropriately identify and evaluate students with limited English proficiency (LEP). Limited English proficient students are those whose native/home language is a language other than English and whose English language skills of listening, speaking, reading and writing are not developed to a level at which they can achieve challenging performance standards in a regular classroom.
• Determine the appropriate instructional environment for LEP students.
• Monitor progress of students receiving English as a Second Language (ESL) or English Language Learner (ELL) instruction in order to determine their readiness for the mainstream classroom environment.
• Establish professional standards for staff members who teach bilingual or English as a Second Language programs and provide development opportunities for staff members when needed.
Where feasible, the district may provide support for the student’s use of the native language while developing English language skills.
Title VI, Civil Rights Act of 1964.
20 U.S.C. §§ 1701 et seq.
103 Equal Educational Opportunity
601 General Philosophy and Objectives
Approved: December 9, 1996
Revised: August 14, 2006