PERSONALIZED EDUCATION PLANS

STUDENTS OF LIMITED ENGLISH PROFICIENCY

Students of limited English proficiency shall meet the same standards as all students. However, in accordance with federal law, English language proficiency cannot be the factor that determines that a student has not met performance standards at each gateway. Therefore, the following guidelines must be used:

1. Students who are exempt from statewide testing in accordance with the Guidelines for Testing Students with Limited English Proficiency shall also be exempt from the test standard for passage through each of the gateways. Instead, an instructional containing documentation of the students’ English language proficiency and progress in all academic areas shall be submitted to a local committee of teachers and administrators to determine if students area ready to be promoted to the next level.
2. Gateways 1, 2, and 3. Once limited English proficient students are no longer eligible for exemption from statewide testing, they may be eligible for a waiver up to two additional years. They may receive a waiver from the test standard at the gateway students first encounter if their English language proficiency is below "superior" in reading and writing. (See Guidelines for Testing Students with Limited English Proficiency.) A local committee of teachers and administrators shall examine the students’ instructional portfolios to determine that
   • the students’ English language proficiency is the cause of their inability to perform at grade level on the required test
   • documentation indicates that the students are making adequate progress in all academic areas to be promoted to the next level.
3. High School Graduation Requirements. Limited English proficient students shall meet the same standards as all students for high school graduation.
4. School districts shall provide focused intervention for these students until they have met statewide promotion standards and high school graduation requirement (up to age 21). This intervention shall involve extended, supplemental instructional opportunities which include assistance in the development of English language proficiency. These students shall have personalized education plans with the following components:
   1. diagnostic evaluation
   2. intervention strategies
   3. monitoring strategies.

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