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U.S. Department of Education

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About EDOVERVIEW
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Moving English Language Learners to English Proficiency

 One of the key strategies in *No Child Left Behind* is to ensure  that English language learners meet rigorous standards. In addition to initiating  eight compliance reviews on ELL issues in FY 2004, the OCR enforcement offices  continued to work with districts to help them develop evaluation plans to ensure  that language acquisition programs are research-based and that ELL students  are meeting performance standards. 

| “[The school district] appreciates OCR’s continued technical       assistance in developing and implementing a system of support and oversight       of plans and procedures to ensure that [limited English proficient students]       have equal and meaningful access to district educational opportunities.”        
Statement of school superintendent contained        in the district’s Dec. 13, 2003, monitoring report |
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 OCR also completed monitoring several resolution agreements, including a  school district that was the subject of a compliance review. The district made  improvements in providing access for ELL students to subjects other than English,  especially at the upper content levels. The district also improved counseling  and services for ELL students with disabilities and achieved better communicationwith parents. 

In FY 2004, OCR also resolved a complaint alleging that a school district  did not meaningfully communicate school-related information to parents of national  origin minority students with limited English proficiency in a language they  could understand, as required by Title VI. The district agreed to develop a  plan for communicating with LEP parents, establish methods for notifying LEP  parents of school-related activities, translate school documents into languages  spoken by LEP parents, and recruit and hire interpreters to serve LEP parents. 

  

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