The Board recognizes that many students enter school with limited proficiency in English and that such limits present obstacles to the student in attaining district educational and program goals. Therefore, it is the goal of the district to prepare students, as soon as possible, for full participation within the regular educational program. For those students who enter with limited English proficiency, the Board directs the administration to develop an instructional program that provides for the core curriculum simultaneously with English language development.
This policy is based on the belief that:
1. Students who possess academic skills in their native language, e.g., the ability to read for information, will transfer those skills into their second language as they become proficient in that language.
2. A second language is best acquired through communicative interactions within meaningful contexts, as opposed to expository instruction about the target language.
3. Students are most effectively instructed in literacy and content areas when given instruction they are able to understand.
4. Teachers who are prepared in a variety of techniques and strategies, including specific strategies for English language learners, are enabled to assist all students to make adequate yearly progress.
Therefore, it is the purpose of the English Language Development Program of the district to identify students whose limited English proficiency presents barriers to content learning and school participation, and to prepare teachers to provide needs-based, individualized programming options that will challenge identified students and enable them to demonstrate growth toward full participation in the schooling process.
The Board authorizes and directs the use of appropriate staff development, assessment, instructional programs, and services for content and second language learning needs of English Language Learners (ELLs). Such programs and services may include the following:
1. Specific courses to teach speaking, listening, reading and writing of the English language, grades K-12, for limited English proficient students.
2. Instruction which may be conducted in more than one language so that students whose native language is not English can develop bilingual skills to make an early and effective transition to English and benefit from increased educational opportunities.
3. Staff development for teachers who instruct English Language Learners.
The Board directs administration to develop an English Language Development Program plan to implement this policy. This plan shall be reviewed and updated periodically and shall be incorporated into this policy as procedures by reference.
END OF POLICY
Title VI of the Civil Rights Act of 1964, as amended, 42 U.S.C. Section 2000(d).
No Child Left Behind Act of 2001, Title III, Sections 3101-3304.