Board Policy 6350

English Learners

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    The Superintendent or designee shall develop and maintain a program for students having limited English language proficiency that will:

    1. Appropriately identify English Learners.
    2. Assist all English Learners to achieve English proficiency, facilitate effective communication in English, and encourage their full participation in school activities and programs as well as promote participation by the parents/guardians of English Learners
    3. Comply with State law regarding Transitional Bilingual Educational program (TBE) and Transitional Program of Instruction (TPI).
    4. Comply with any applicable federal law and/or any requirements for the receipt of federal grant money for English Learner students.
    5. Determine the appropriate instructional environment for English Learner students.
    6. Annually assess the English proficiency of English Learners and monitor their progress in order to determine their readiness for a mainstream classroom environment.
    7. Include English earners, to the extent required by State and federal law, in the District’s student assessment program to measure their achievement in reading/language arts and mathematics.
    8. Notify parents/guardians of, and provide information about: (a) the reasons for their child’s identification, (b) their child’s level of English proficiency, (c) the method of instruction to be used, (d) how the program will meet their child’s needs, (e) how the program will specifically help their child learn English and meet age-appropriate academic achievement standards for grade promotion and graduation, (f) specific exit requirements of the program, (g) how the program will meet their child’s individualized education program, if applicable, and (h) information on parent/guardian rights. Parental involvement will be encouraged and parents/guardians will be regularly apprised of their child/s progress.

     

    Parent Involvement

    Parents/guardians of English Learner students will be informed how they can: (1) be involved in the education of their children, and (2) be active participants in assisting their children to attain English proficiency, achieve at high levels within a well-rounded education, and meet the challenging State academic standards expected of all students.