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

Browse Search

.5- (5) LEP families and students have problems with interpreters who are not fluent enough. Also, they feel that there aren't enough interpreters: . (6) They encounter racism on the part of some school staff and tensions between African Americans and Hispanics. (7) Parents are unfamiliar with how the school works. (8) Parente have concerns about how their children deal with US culture and values around drugs, alcohol, and sexuality. (9) LEP families feel the critical need to have multi -- language personnel in special services and other services at the schools and Lincoln Center, the administrative office. Additional findings include the need to recruit volunteer families to pair up with LEP families to become familiar with school system procedures and polices. Finally, in surveying parents, many fait the need for ESL teachers to have a smaller studentReacher ratio for better coordination and collaboration with regular classroom teachers, administrators, parents, and other staff. Sub- Committee on Instruatlonsl Delb= Models-, The highlights of this sub - committee's findings relate to (1) the registration process at Uncoln Center which initiates the identification of LEP students for ESL services at school sites, (2) assessing of students for ESL services, and (3) instructional delivery models and stmte ies. See a detailed copy of the sub-committee's report in Appendix C. For many families of LEP students, the school registration process is not 'user friendly.' There are no dear -cut guidelines on orienting families to the school district. AMxK* the home language survey is completed by parents for early identification purposes, weeks go by before the ESL teacher receives a copy of the survey to initiate the assessment of students for ESL services. Following identification of LEP students via home language survey, teacher referral, and parent recommendation, ESL teachers informally and formally assess students to determine their level of English proficiency for entrance into the ESL program. Once- In the program, LEP students' academic and language progress is monitored regularly by ESL and regular classroom teachers. When students roach a level of English proficiency to discontinue ESL services, several criteria are considered: (1) quality of work in student's portfolio, (2) results of formal testing, (3) oral proficiency, (4) writing proficiency, (5) EOG or EOC test results, (6) collaborative agreement among parents, ESL teacher and regular classroom teacher, and (73 adherence to school system guidelines on exiting -students from ESL services.