SPECIAL PROGRAMS:BILINGUAL EDUCATION

SPECIAL PROGRAMS:
BILINGUAL EDUCATION

EHBE (R)

INSTRUCTIONAL DESIGN

All LEP students shall be classified as either bilingual (Spanish speaking) or ESL (other languages). All LEP students shall be assigned to a certified bilingual teacher or a certified ESL teacher, depending on the student’s classification. All LEP students shall attend regular physical education and music classes, and spend the remainder of the day with their appropriately certified teacher.

There shall be at least two bilingual certified teachers at each grade level in four cluster schools. Teachers shall enable LEP students to become competent in the comprehension, speaking, reading and composition of the English language through the development of literacy and academic skills in the primary language and through the integrated use of second language methods.

Various grouping designs for instruction shall be used to address the affective, linguistic and cognitive needs of all LEP students.

A minimum of one ESL teacher shall be assigned to each campus and shall be responsible for providing one daily ESL period for every LEP student classified as beginner or transitioning to the English language. All other LEP students shall receive one daily ESL period from the appropriately certified classroom teacher.

All materials in the district shall be gathered and concentrated in the cluster schools. Because of the increased numbers of LEP students at the cluster schools, elementary bilingual instructional aides shall be assigned to assist the bilingual teachers at these four schools. Students will be grouped with aides and teachers for the most effective instruction in primary language arts (for bilingual students), English language arts, ESL, math, and the content areas.

In order to complete class loads, some bilingual classes may include nonLEP students. Class totals for these bilingual teachers should be kept extremely low at the beginning of the school year to accommodate LEP students who move into the area during the year.

WITHDRAWAL OF LEP STUDENTS

Students enrolled in the LEP program at the cluster school shall not be allowed to withdraw from the program until a spring LPAC assessment can be completed. If an area school is approached by a parent requesting that the student be withdrawn from the cluster school, the parent shall be referred to the cluster school principal. Because the cluster school has become the student’s home school, the withdrawal must come from that cluster school and proper documentation must be completed. The area school is not involved with a withdrawal, only with a re-entry, if exit is approved at the cluster. These withdrawals shall be minimal, if at all.

LPAC PROCEDURE

Each LPAC committee shall consist of the following:

A campus administrator.

One appropriately certified teacher assigned to the bilingual education program.

One appropriately certified teacher assigned to an English as a second language program.

The parent of a limited English proficient student.

A bilingual teacher may serve only in one classification:

Certified teacher assigned to the bilingual education program, or

Certified teacher assigned to an English as a Second Language program.

The rule states "the parent of a limited English proficient student" shall serve on the LPAC. The principal may designate one parent of a LEP student to serve on all LPACs.

Each LPAC committee shall receive annual training on new procedures or review of present procedures. Annual training shall be documented by date of training, trainer’s name, and all member’s names and signature being trained.

For more information see EHBE (EXHIBIT).

ISSUE DATE: 7/21/98

SPECIAL PROGRAMS: BILINGUAL EDUCATION		EHBE (R)
INSTRUCTIONAL DESIGN	All LEP students shall be classified as either bilingual (Spanish speaking) or ESL (other languages). All LEP students shall be assigned to a certified bilingual teacher or a certified ESL teacher, depending on the student’s classification. All LEP students shall attend regular physical education and music classes, and spend the remainder of the day with their appropriately certified teacher. There shall be at least two bilingual certified teachers at each grade level in four cluster schools. Teachers shall enable LEP students to become competent in the comprehension, speaking, reading and composition of the English language through the development of literacy and academic skills in the primary language and through the integrated use of second language methods. Various grouping designs for instruction shall be used to address the affective, linguistic and cognitive needs of all LEP students. A minimum of one ESL teacher shall be assigned to each campus and shall be responsible for providing one daily ESL period for every LEP student classified as beginner or transitioning to the English language. All other LEP students shall receive one daily ESL period from the appropriately certified classroom teacher. All materials in the district shall be gathered and concentrated in the cluster schools. Because of the increased numbers of LEP students at the cluster schools, elementary bilingual instructional aides shall be assigned to assist the bilingual teachers at these four schools. Students will be grouped with aides and teachers for the most effective instruction in primary language arts (for bilingual students), English language arts, ESL, math, and the content areas. In order to complete class loads, some bilingual classes may include nonLEP students. Class totals for these bilingual teachers should be kept extremely low at the beginning of the school year to accommodate LEP students who move into the area during the year.
WITHDRAWAL OF LEP STUDENTS	Students enrolled in the LEP program at the cluster school shall not be allowed to withdraw from the program until a spring LPAC assessment can be completed. If an area school is approached by a parent requesting that the student be withdrawn from the cluster school, the parent shall be referred to the cluster school principal. Because the cluster school has become the student’s home school, the withdrawal must come from that cluster school and proper documentation must be completed. The area school is not involved with a withdrawal, only with a re-entry, if exit is approved at the cluster. These withdrawals shall be minimal, if at all.
LPAC PROCEDURE	Each LPAC committee shall consist of the following: A campus administrator. One appropriately certified teacher assigned to the bilingual education program. One appropriately certified teacher assigned to an English as a second language program. The parent of a limited English proficient student. A bilingual teacher may serve only in one classification: Certified teacher assigned to the bilingual education program, or Certified teacher assigned to an English as a Second Language program. The rule states "the parent of a limited English proficient student" shall serve on the LPAC. The principal may designate one parent of a LEP student to serve on all LPACs. Each LPAC committee shall receive annual training on new procedures or review of present procedures. Annual training shall be documented by date of training, trainer’s name, and all member’s names and signature being trained. For more information see EHBE (EXHIBIT).