I. INTRODUCTION

A. Definitions:

1. LAU Plan – a written plan or policy developed by a school district to address the appropriate educational practices for limited English proficient students as a result of the US Supreme Court case of Lau v. Nichols (1974).

2. Limited English Proficient (LEP) – Describes a child who comes from a home where a language other than English was/is spoken and the child’s proficiency in English (one or more skill areas) presents an obstacle to that child benefiting from an education conducted in English.

3. English as a Second Language (ESL) – Refers to programs designed around various structured teaching approaches for helping students whose first or native language is not English and who are limited English proficient.

B. Legal Foundation for Necessity of Providing Language Support Services

The United States Congress addressed the subject of discrimination against limited English proficient students in the Equal Education Opportunity Act of 1974.

No state shall deny equal educational opportunity to an individual on account of his or her race, color, sex or national origin.

Congress acted to ensure that all public schools would comply with this act, not just those receiving federal funds. This statute recognizes the state’s role in assuring equal educational opportunity for limited English proficient students. The statute also stresses that the failure of an educational agency to rectify appropriately a limited English proficient student’s English competencies is a denial of equal educational opportunity.

II. IDENTIFICATION OF STUDENTS

A. Registration:

1. Any student who does not speak English is referred to the ESL coordinator for language assessment.

2. If, on the registration form, a parent (or sponsor) indicates a language other than English is spoken at home, a copy of the registration form should be sent to the ESL coordinator.

3. All students who live in a home where a language other than English is spoken must be assessed by the ESL coordinator to determine placement.

B. Other Referral Sources:

1. Parents
2. Classroom teachers
3. Previous school records
4. Student self referral
5. Others

III. ASSESSMENT OF ENGLISH LANGUAGE PROFICIENCY

A. The ESL Coordinator oversees the educational program of LEP students enrolled in the Cape Elizabeth school system. The coordinator will:

1. Conduct identification and language assessment activities of newly registered LEP students.

a. Identify primary language through Home Language Survey.
b. Interview students and/or parent to determine grade level.
c. Review all available educational documents.
d. Determine English language proficiency.

2. Monitor programs of LEP students on a yearly basis to determine if student is ready for partial or full-time mainstreaming.

3. Establish a record keeping system for recording assessment results and instructional placement.

B. Assessment Areas:

1. Kindergarten and Primary

Listening: Such assessments as:
Language Assessment Scales - Oral (LAS-O)
IDEA Oral Language Proficiency Test (IPT)
Peabody Picture Vocabulary Test (PPVT)

Speaking: Such assessments as:
Language Assessment Scales - Oral (LAS-O)
IDEA Oral Language Proficiency Test (IPT)
SPELT (assesses specific grammatic structure)

English language readiness skills

2. Grades 3–12

Listening: Such assessments as:
Language Assessment Scales - Oral (LAS-O)
IDEA Oral Language Proficiency Test (IPT)
“Directed Oral Passages”
Story retelling
Peabody Picture Vocabulary Test (PPVT)

Speaking: Such assessments as:
Language Assessment Scales - Oral (LAS-O)
IDEA Oral Language Proficiency Test (IPT)
Oral Interview
Story Retelling

Reading: Such assessments as:
Language Assessments Scales (LAS-Rdg./Wr.)
Standardized Achievement Tests
Informal Reading Inventory

Writing: Such assessments as:
Language Assessment Scales (LAS-Rdg./Wr.)
Writing Samples – Holistically scored
Dictation

IV. PLACEMENT/PROGRAMMING FOR STUDENTS IDENTIFIED AS LEP:

A. If students are classified as LEP, the students attend school where they will receive English As A Second Language (ESL) instruction.

B. Elementary Students K-5

1. Based on the English language assessment and educational data collected by the ESL coordinator, the LEP student’s program will be developed by the ESL team consisting of the ESL coordinator, a classroom teacher, a school principal and parent(s) if possible.

2. The parent will receive results of the meeting and a description of the student’s ESL and educational program. Personal contact will be made with parent(s) whenever possible.

3. Content areas of the curriculum will be adapted to meet the language and educational needs of the LEP student.

4. Yearly assessment of the student’s progress will be documented.

C. Middle School and High School Students

1. Based on the English language assessment and educational data collected by the ESL coordinator, the LEP student’s program will be developed by the ESL coordinator, guidance counselor, parent, and at times, an ESL tutor and classroom teacher.

a. Consideration will be given to scheduling LEP students with teachers who have expressed interest and have expertise adapting curriculum to meet LEP students’ needs.
b. A guidance counselor will meet with the ESL teacher/coordinator and parents to inform them of daily language and content area instructional programs.

2. Yearly assessment of the student’s progress will be documented.

D. LEP service will be provided during the school day by an appropriately certified teacher or a teacher assistant supervised by a certified teacher.

E. Adequate space and instructional materials will be provided for LEP students.

F. Record keeping – The student’s cum folder will contain ESL information which may include:

1. Results of assessment and interpretation

2. Pertinent communication with classroom teachers, guidance, parents

3. Dated samples of student’s work

4. Checklist of strengths/weaknesses

5. Standardized test data

6. Documentation report of year’s progress

V. RECLASSIFICATION/EXIT CRITERIA:

A. Student will be assessed by multi-criteria evaluation tools to determine reclassification to partial or full mainstreaming.

1. ESL teacher and classroom teacher feel that student has:

a. Appropriate English language skills to perform effectively with program modifications.

b. English language skills sufficient for participation with non-LEP students.

2. Student is successful in mainstream classroom commensurate with English speaking students of like ability as measured by report card grades and teacher input.

3. Student has mastered ESL skill objectives; criterion-referenced and/or norm referenced testing.

4. Student meets the publisher’s specified English fluency score on oral language assessment test.

5. Student demonstrates achievement in reading comprehension and writing on parity with English speaking peers at the same age and grade level on a criterion-referenced or norm-referenced standardized test.

B. Student will be monitored after program change – After program change, the ESL coordinator will monitor and review a reclassified student’s academic and social adjustment to ascertain if the student is able to compete academically with English language peers in the new instructional placement.

C. Student’s parents will be notified – The ESL coordinator (K-5) or the guidance counselor (6-12) will notify the parent(s) of the new instructional placement. If the parent(s) cannot read English, s/he will be notified in his/her own language.

ADOPTED: May 13, 1997