| 1.Purpose |
In accordance with the Board’s philosophy
to provide a quality educational program for all students, the
School District shall provide an appropriate planned instructional
program for identified students whose dominant language is not
English, in accordance with federal and state law.
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2.Authority
Title 22 Sec. 4.13 (c)(7) |
English as a Second Language programs and services
to students attending private schools shall be provided only if,
and only to the extent, required by law.
The Board shall include provisions for the Limited English Proficiency
(LEP) programs in its Strategic Plan.
The Superintendent, in consultation with the Board, shall establish
and promulgate procedures for identification of students whose
dominant language is not English.
The school district shall provide a program for each student
whose dominant language is not English for the purpose of facilitating
the student’s achievement of English proficiency and the
academic standards. The program shall include bilingual-bicultural
or English as a Second Language (ESL) instruction. The program
shall meet the three-pronged test of program compliance: (1) sound
research-based education theory; (2) sufficient resources and
staffed by appropriate prepared personnel; (3) periodic program
evaluation.
The District shall include provisions for the LEP professional
education for ESL teachers, classroom teachers of LEP students
and new teachers in its professional development plan.
The Superintendent or designee, in conjunction with appropriate
stakeholders, shall develop and disseminate written procedures
regarding the ESL program setting forth the following:
- Program goals
- Student enrollment procedures (i.e., Home Language Survey)
- Assessment procedures for program placement, measuring progress
in gaining English proficiency, and program exiting
- Accommodations for English Language Learners (ELL) in the
classroom
- Grading policies
- List of resources, including support agencies and interpreters
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