PERSONALIZED EDUCATION PLANS

IMPLEMENTATION OF THE STUDENT ACCOUNTABILITY STANDARDS FOR LIMITED ENGLISH PROFICIENT STUDENTS

Definition of Limited English Proficient Students

Limited English Proficient Students are students whose primary language is not English and who are not sufficiently proficient in English to receive instruction exclusively from regular educational programs and function on an academic par with his/her peers.

Background

Students of limited English proficiency shall follow the Standard Course of Study and meet the same standards as all students. However, in accordance with federal law, lack of English language proficiency cannot be the factor that determines that a student has not met performance standards at Gateways 1, 2 and 3.

Categories of Limited English Proficient Students

Guidelines address two categories of these students:

1. Students who have been in an LEA for less than two calendar years and who are exempt from statewide testing due to English language proficiency
2. Students who are no longer eligible for an exemption from statewide testing.

Students Exempt from Testing

An instructional portfolio containing documentation of a student’s English language proficiency and progress in all academic areas shall be submitted to a local committee to determine if the students are ready to be promoted to the next level.

Students Who Are No Longer Eligible for Exemption

When a limited English proficient student is no longer eligible for exemption from statewide testing and scores below level III on end-of-grade tests in reading and mathematics, for two additional years, he/she may still be promoted as follows:

• A waiver must be requested
• An instructional portfolio must be submitted to a local committee
• The committee must determine that the student’s lack of English language proficiency is the cause of his/her inability to perform at grade level
• The committee must determine by examining the documentation in the instructional portfolio which indicates that the student is making adequate progress in all academic areas

Instructional Portfolio

Recommended documentation for the portfolio includes:

• English language proficiency testing
• EOG Scores (if the student was tested)
• Written statements from classroom teachers, ESL teacher, other school personnel
• Dated student work samples over time
• Other measures available such as native language testing, if appropriate.

Local Committee

May be the same as the review committee, but should include an ESL teacher or other individual with experience in working with limited English proficient students.

Parental Involvement

Parents shall be informed of the meeting of the local committee and shall be invited to attend. An interpreter/advocate shall be provided, if necessary.

Graduation Requirements

Limited English proficient students shall meet all requirements for high school graduation, including the Exit Exam of Essential Skill. However, the same accommodations that are available for other statewide testing will be available for this exam, provided they are part of the instructional program for these students.

Focused Intervention

School districts shall provide focused intervention for these students until they have met statewide promotion standards and high school graduation standards (up to age 21). A Personalized Education Plan (PEP) should be developed and should include assistance in the development of English language proficiency in addition to other intervention strategies.

Suggested Implementation Checklist-Central Office

• Determine contents of instructional portfolio including measures of English language proficiency and native language assessments.
• Determine who will be responsible for compiling and maintaining the instructional portfolio.
• Determine systemwide guidelines for determining academic progress for promotion.
• Develop procedure for requesting a waiver. Determine who will serve on review committees involving these students.
• Train the members of the review committee.
• Compile a list of available interpreters
• Determine any necessary additions to the PEP format and process for limited English proficient students
• Ensure that principals,teachers, and parents understand the legal requirements under Title VI of the Civil Rights Act

Suggested Implementation Checklist-School

• Receive training in waiver process, development of instructional portfolio, intervention strategies, parental notification
• Assign responsibilities for compiling and maintaining instructional portfolio
• Assess and monitor students’ progress in English language development and academic subjects
• Develop procedure for transmission of instructional portfolio within the school or to the next school
• Communicate standards and implementation procedures to parents, using an interpreter when necessary.

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