Agenda - 03-31-1999 - 1a - Laserfiche WebLink

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-3- Within the stricture of the five sub - committees, Task Force members addressed the following goals and objectives: (1) To look at methods to appropriately identify LEP students, assessing their language proficiency, and diagnosing their instructional needs. (2) To identify resources to assist administrators in becoming more knowledgeable of IegaVeducational issues and to implement practices and procedures to assure more culturally and educationally responsive programs for LEP students. (3) To identify strategies to coordinate and provide equal access to all school system programs and services for LEP students. (4) To establish consistency in the criteria for entry/exit of LEP students into the English as a. Second Language (ESL) Program. (5) To develop a demographic profile of the school system's Limited English Proficient Population. (6) To develop recommendations of- delivery models and strategies for serving multi-lanyuage LEP populations. (7) To collect feedback from the community and educators on: a. the educational needs of Limited English Proficent students as perceived by parents and teachers (ESL and mainstream teachers) b. the perception of LEP families of the Chapel HIII- Carrboro City Schools; and C. educational strategies that the community believes might be successful with students from different countries and cultures. (8) To identify community resources upon whiob the school system can draw to address the needs of Limited English Proficient students. (9) To identify resources and services for translating documents in the most common languages in the school system. (10) To identify a pool of volunteers or other resources to use as translators for LEP students and their families as needed. 01) To identify professional development programs and training activities for mainstream teachers that will help them adapt content area instruction for the LEP learners in their classrooms.