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Title III - LEP
English for Speakers of Other Languages (ESOL)
Title III, Part A
What is ESOL?
English for Speakers of Other Languages instruction is provided to English Language Learners (ELLs). Students qualifying for ESOL services are provided comprehensible instruction in order to meet all academic standards in public schools. The English as a Second Language (ESL) Program Policy is designed to set minimum standards for Idaho school districts in providing services to non-English language background (NELB) students who are also limited English proficient (LEP). These students are often referred to as English Language Learners (ELLs). States, districts, and schools are required to provide specialized programs for LEP students to comply with Title VI of the Civil Rights Act of 1965 and T.C.A 4-21-90.
Federal Definition of an Immigrant Student
The term "immigrant children and youth," which is defined in section 3301(6) of Title III, refers to individuals who: (A) are aged 3 through 21; (B) were not born in any State; and (C) have not been attending one or more schools in any one or more States for more than 3 full academic years.
Federal Definition of a Limited English Proficient Student
The term 'limited English proficient', when used with respect to an individual, means an individual—
- who is aged 3 through 21;
- who is enrolled or preparing to enroll in an elementary school or secondary school;
- who was not born in the United States or whose native language is a language other than English;
- who is a Native American or Alaska Native, or a native resident of the outlying areas; and
- who comes from an environment where a language other than English has had a significant impact on the individual's level of English language proficiency; or
- who is migratory, whose native language is a language other than English, and who comes from an environment where a language other than English is dominant; and
- whose difficulties in speaking, reading, writing, or understanding the English language may be sufficient to deny the individual—
- the ability to meet the State's proficient level of achievement on State assessments described in section 1111(b)(3);
- the ability to successfully achieve in classrooms where the language of instruction is English; or
- the opportunity to participate fully in society.
Who is an ESOL student?
English Language Learners (ELLs) are students who are not proficient in English and who need linguistic support in the classroom and until they reach proficiency based on the IELA (Idaho English Language Assessment).
How are Title III funds used?
Title III funds will be used to provide supplementary instruction and instructional materials such as picture dictionaries, computer software and other resources provide instructional support in the classroom.
Anti-Discrimination Policies and Practices
To comply with Title VI of the Civil Rights Act of 1965, T.C.A 4-21-90, and the Equal Educational Opportunities Act of 1974, Gooding School District has anti-discriminatory policies which preclude denial of equal education opportunities to individuals based on race, color, or national origin. To comply with anti-discriminatory policies, district practices must not result in the inappropriate placement of ELLs in or exclusion from special opportunity programs or activities based on English language proficiency or national origin. The Supreme Court decision, Plyler v. Doe, 1982, prohibits school districts from denying undocumented immigrant children a free public education and rejects the denial or exclusion of educational services for immigrant children due to financial burden.
Identification of English Language Learners
To comply with the ESL program policy, school districts must identify ELLs by following these two steps:
STEP 1: School districts administer the Home Language Survey to all students in the district when they enroll. The Home Language Survey consists of three questions that will be asked of every parent enrolling his/her child in Gooding School District. These questions are:
- What is the first language this child learned to speak?
- What language does this child speak most often outside of school?
- What language do people usually speak in this child’s home?
If the answer to any of the above questions is a language other than English, the child will be classified as Non-English Language Background (NELB) and assessed for English proficiency using a state approved screening assessment for ESL.
STEP 2: Unless an NELB student has documentation from a previous district of meeting the definition of Fluent English Proficient (FEP), we will assess all NELB students with the state approved English language proficiency test to determine whether they are limited English proficient (LEP). All NELB students who are determined to be LEP must be identified as ELL, and ESL services must be provided through an allowable service delivery model. In content area classes, teachers must modify instruction and assessment to make content area curriculum accessible to ESL students. Students may not be retained due to language ability (1964 Title VI of the Civil Rights Act; Lau v. Nichols, 1974).
Parental Notification and Rights
Gooding School District shall communicate information related to testing, placement and ESL services to all parents on Non-English Language Background (NELB) students in the language that the parent can understand, to the extent practicable. Parents of ELLs must be informed of the right to refuse placement of their children in ESL programs and may waive services. Parents must be advised of studies related to an emergent English language learner.
ESOL and MIGRANT STAFF:
Dr. Heather Williams, Superintendent/Federal Programs
GES Specialist – Liaison/ K-12 Certified