|Vermilion Local School District|
2260F - LIMITED ENGLISH PROFICIENCY PROGRAM
The Board believes in the importance of providing English language instruction to students in the District who are Limited English Proficient (LEP), including immigrant children and youth. The Board's Limited English Proficiency Program ("LEP Program") shall be provided to enable LEP students to become competent in the areas of listening, speaking, reading, and writing of the English language and effectively participate in the District's educational program. In order to provide that LEP students are properly identified, regularly assessed, provided with high quality language and academic instruction, achieve English language proficiency, and meet the same challenging State academic content and student achievement standards as all students in the District are expected to meet, the Board will adhere to the procedures set forth in these guidelines.
The LEP Program shall be an essential component of the District's educational program and shall use language instruction curricula that is tied to scientifically based research and designed to effectively meet the special and diverse needs of LEP students. The overall instruction and curriculum content of the LEP Program shall be based on State instructional objectives, goals, and proficiency standards.
Identification and Assessment
Each student enrolling in the District for the first time will be required to complete a Home Language Survey (see Form 2260F F1) in order to identify whether the student's primary or home language is other than English. Additionally, current students will be required to fill out a Home Language Survey. Each completed survey will be included as a part of the permanent record of each student in the District. Each student who identifies that his/her primary or home language is other than English will be assessed in order to determine whether s/he is LEP and needs special language assistance in order to effectively participate in the District's educational program. Such assessment will be administered in accordance with the age and educational level of the student. Based on the assessment results, the District will determine whether the student is eligible to participate in the LEP Program.
Parental Notification and Consent
If a student is identified and assessed as LEP and determined to be eligible for services, the District will send written notice to the student's parent. Such notice shall be provided within thirty (30) days of the start of the school year or within two (2) weeks of assessment (if the student is not identified prior to the beginning of the school year) and include information regarding:
|A.||the LEP Program and the reasons for the student's identification and assessment;|
|B.||the student's level of English proficiency;|
|C.||the method of instruction to be used in the student's program;|
|D.||how the program will meet the educational strengths and needs of the student;|
|E.||how the program will help the child learn English and meet age appropriate academic achievement standards for grade promotion and graduation;|
|F.||the exit requirements for the program, expected rate of transition and expected rate of graduation;|
|H.||how the program meets the needs of the student's IEP, if applicable.|
No student will be placed in the LEP Program without having received consent from the student's parents. Additionally, the student's parent(s) will be given the opportunity to participate and provide input into the student's program and will be regularly informed of the student's progress. If the student fails to make progress on measurable objectives, the Board shall provide the parent with notice of such failure within thirty (30) days after the failure occurs.
Placement and Services
Each student who is eligible to participate in the LEP Program will be placed in a setting that is appropriate for his/her age, grade level, and language and educational needs. Each student is to be placed in a classroom with instructors who individually or in combination, are fluent/proficient in:
|A.||English, with respect to written, as well as oral communication skills; and|
|B.||the home language of the majority of the students who the instructors teach, if instruction in the classroom is in both the home language and English; or|
|C.||any other home language of the students who the instructors teach.|
In addition to placing a student in a setting that will help him/her learn English and attain State academic content and achievement standards for grade promotion and graduation, the Board will provide additional services (based on the needs of individual students) including, but not limited to:
|A.||a translator in the home language of the student;|
|B.||individual language instruction; and|
|C.||individual instruction in core academic subjects.|
Each student shall be tested on an annual basis and monitored to determine how well s/he is learning English and becoming more proficient in the areas of listening, speaking, reading, and writing of the English language. Students will also be tested in the academic content areas of reading/language arts, math, and other core academic subjects. The District will provide each student's parent(s) with the results of the tests so that s/he will know how the student is progressing.
|A.||Testing of LEP Students|
|Each student who is assessed as LEP must participate in all State assessments, including the Ohio Proficiency Tests and Ohio Graduation Test. In particular, an LEP student must be assessed in one of the following manners by:|
|1.||taking a State assessment in the same manner as it is administered to other students;|
|2.||taking a State assessment with accommodations during testing (e.g., use of a dictionary, extended time to take the test, etc.) that are tailored to the studentís special needs; or|
|3.||an alternate assessment method, including assessing the student in his/her native language. To that end, if a student is permitted to take a proficiency or achievement test in his/her native language, after three (3) consecutive years of enrollment in U.S. schools, such student must be assessed in reading/language arts in English. However, the student may continue to be assessed in his/her native language in other subject areas until they have achieved English language proficiency, regardless of how long they have been enrolled in U.S. schools.|
|A student who is assessed as LEP, and has been enrolled in U.S. schools for less than one (1) full school year shall not be required to take the State assessments in reading or writing administered to other students in their grade level. However, no LEP student will be prohibited from taking such State assessments, if the student chooses to do so. Despite this permissible exemption, each LEP student, regardless of his/her length of enrollment in U.S. schools shall be required to take all other State assessments in math, science, and social studies, with or without accommodations. In addition, each LEP student shall be required to pass all five (5) of the Ohio Graduation Tests in reading, writing, math, science and social studies in order to qualify for a high school diploma.|
For purposes of determining Adequate Yearly Progress (AYP), the test scores for any LEP student who has been enrolled in U.S. schools for less than one (1) full school year shall be excluded from the calculations of the percentage of students who are proficient in reading and math, even if such student voluntarily chooses to take the State assessment in reading. In addition, any LEP student who does not take the State assessment in reading shall not be counted towards the ninety-five percent (95%) participation rate in reading and math proficiency if s/he did not complete and assessment in English language proficiency in the same school year. However, if an LEP student has completed an assessment in English language proficiency, s/he shall be counted towards the ninety-five percent (95%) participation rate even if the student did not take the State assessment in reading in the same school year.
Once a student has been placed in the LEP Program, s/he will be provided with services and evaluated on an annual basis until it is determined that the student is proficient enough to meaningfully participate in the District's regular educational program. Teacher recommendation will initiate the process for the student to exit the LEP Program. Once a student has been identified for exit, s/he will be reassessed.
In determining whether a student is able to participate in the regular educational program, the District will evaluate factors including, but not limited to:
|A.||the results of the assessment;|
|B.||the teacher recommendation that the student is ready to be exited from the program;|
|C.||whether the student is able to keep up with his/her non-LEP peers in the regular educational program; and|
|D.||whether the student is able to participate successfully in essentially all aspects of the District's curriculum without the use of simplified of modified English language materials.|
Additionally, the overall retention in-grade and dropout rates of LEP students may be evaluated to determine whether such rates are similar to the student's non-LEP peers.
Upon exit from the LEP Program, a student will be monitored for a period of up to two (2) years in order to determine whether s/he is achieving academically and continuing to achieve English language proficiency.
The District shall maintain records on all LEP students indicating the annual increases the number or percentage of students:
|A.||making progress in learning English;|
|B.||attaining English proficiency by the end of the school year;|
|C.||making adequate yearly progress. Also, the Board shall include in its annual report card, data that is sufficient to yield statistically reliable information, as determined by the State, and does not reveal personally identifiable information about an individual student.|