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-3- <br />(8) To identify community resources upon which the school system can draw <br />to address the needs of Limited English Proficient students. <br />(9) To identify resources and services for translating documents in the <br />most common languages in the school system. <br />(10) To identify a pool of volunteers or other resources to use as translators <br />for LEP students and their families as needed. <br />(11) To identify professional development programs and training activities for <br />mainstream teachers to adapt content area instruction for the LEP <br />learners in their classrooms. <br />(12) To provide techniques for educators to become more familiar with <br />alternative instructional assessment strategies for students of other <br />language and cultural backgrounds. <br />(13) To identify ways of actively involving parents of LEP students in their <br />child's educational process. <br />(14) To develop recommendations for a more effective approach to meeting <br />the educational needs of LEP students and their families. <br />(15) To present findings and recommendations to the Board of Education by <br />January 1999. <br />(16) Upon approval of recommendations and plans of action, begin <br />implementing strategies. <br />Task Force Timeline <br />August 20, 1998 Presentation of Proposal for Task Force on <br />Educational Services for Limited English Proficient <br />(LEP) Students to Members of the Board of <br />Education <br />August 31, 1998 Orientation Meeting of Task Force on Educational <br />Services for Limited English Proficient (LEP) <br />Students -7:00 p.m. - 8:30 p.m. <br />September 10, 1998 Organizational Meeting of Task Force on Educational <br />Services for Limited English Proficient (LEP) <br />Students --6:00 p.m. - 9:00 p.m. <br />N <br />