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Moving English Language Learners to English Proficiency

In FY 2005, OCR continued to work with states and  school districts to ensure that LEP students receive appropriate language  services, language acquisition programs are research-based, and LEP students  meet performance standards.

| It  is refreshing to have someone listen and really care about what is being said....  My greatest respect goes out to you and the organization you work for.      
***Note from an OCR    complainant, 2005*** |
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For example, a state education agency agreed to  revise its guidance to local school districts on their responsibilities to LEP  students and their parents and on identifying and assessing students who may  require alternative language services.   The state will provide annual training to school district staff  regarding Title VI obligations to LEP students and will establish a statewide  training program for school district professionals who have not yet satisfied  all of the state’s certification standards related to the instruction of LEP  students.

In a compliance review, OCR determined a school  district was not conducting periodic evaluations of its English language  learners program sufficient in content or scope to identify needed program  modifications.  The district signed an  agreement with OCR to evaluate the program in areas such as identification and  assessment, instructional services and delivery, program participation,  staffing, instructional materials and resources, exit criteria, and segregation.  In conducting its program evaluation, the  district also will consider whether its program is effectively developing LEP  students’ English language proficiency in speaking, reading, writing, and  comprehension and whether students are showing academic progress in other  subject areas. 

In fulfilling its compliance agreement with OCR,  a school district hired a consultant from the parent organization of Project  Talk, a U.S. Department of Education academic excellence program, to assist in  refining identification and assessment processes for LEP students, designing  appropriate alternative language program services, providing staff development  opportunities, and encouraging parent involvement.  Among the changes to the district’s program resulting from the consultant’s  assistance was the creation of a two-way Spanish-English immersion  instructional program for students in kindergarten through fifth grade, which  benefits both LEP students and their native English-speaking peers.

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