INTRODUCTION

According to Title VI of the Civil Rights Act of 1964, "No person in the United States shall, on the ground of race, color, ornatlonal origin, be excluded from participation in, be denied the benefits of; or be subjected to discrimination under any program or activity receiving federal financial asslstance."

Related Federal Regulations state, "School systems are responsible for assuring that students of a particular race, color, or national origin are not denied the opportunity to obtain the education generally obtained by other students in the system" (33 Federal Register, 4956).

This law has been specifically interpreted as applying to school children classified as non- or limited-English proficient (NEP/LEP) by reason of having an other-than-English home language background. Such a condition is held to preclude the student from an equal learning opportunity in an all-English-medium classroom (Lau vs. Nichols 414 U.S. 563 [1974]).

The Board of Education of the District of Columbia has established the following policies:

2400.1 The protection and safeguards or the Constitution of the United States and especially the Bill of Rights apply to all students.

2401.9 Students have the right to participate In school activities without being subject to unlawful discrimination because of race, marital status, personal appearance, sexual orientation, family responsibilities, political affiliation, handicapping condition, or any other basis of unlawful discrimination under the laws of the District of Columbia.

The District of Columbia Public Schools has established the following procedures in order to cornply with the above-referenced Federal and Board of Education mandates. These procedures have been written to comply with the Superintendent's Directive and the District of Columbia Municipal Regulations, Board of Education Rules, 20023 (Student Registration, Enrollment and Placement).

The first step in identifying language minority students is to administer a Home Language Survey (HLS) to all students at the time of initial school registration, in order to obtain answers to questions about the language(s) spoken in the home.

The HLS is the broadest indicator in a complete assessment process used to determine which students are eligible for assessment of English language proficiency.

The results will provide information regarding eligibility for placement into a Bilingual/ESL Instructional Program or the General Educational Program of the school.

(R=Reading    W=Writing L=Listening    S=Speaking)

{* If a parent of an eligible student challenges the prescribed instructional program, the parent must request a meeting with the Director of the LMAB or designee and appropriate school personnel prior to a written withdrawal.)

Limited-English proficient students have two major needs: FIRST, to develop their level of English proficiency in order to fully benefit from instruction in English; and Second, to enhance their academic progress in all subject areas.

Appropriate Bilingual/ESL instructional services will be determined by the results of the English language proficiency exam and academic assessment conducted in the native language of the student, where possible. The student will be placed in one of the following Bilingual/ESL Programs: Transitional Bilingual Education; ESL Content-Based; Two-Way Bilingual.

(1) Transitional Bilingual Education: A generally self-contained model of bilingual education

This program teaches English to elementary and secondary students, using English and the student's native language skills to develop English language skills. This approach teaches skills in the native language and prepares students to transfer these skills to English. In addition, the program seeks to enable students to meet grade promotion and graduation requirements. This program is offered only to language minority students who are limited in English language proficiency, three or more years academically delayed, or students that have not had any prior schooling.

[Instruction provided in L1 and L2]

Typically a two to three year program, a transitional program includes:

• Subject mastery and Native Language Cognitive Development (L1)
• Basic Literacy Skills in the native language (L1)
• Native-Language, Language Arts (L1)
• English as a Second Language instruction (L2)
• Participation in non-academic mainstream classes of the General Educational programs of the school (L2)

(2) English as a Second Language (ESL) Content Instruction: An integral component of all models of bilingual education

All schools with bilingual programs must provide ESL to limited-English proficient students. Content-based ESL programs provide ESL instruction with a sheltered English approach. The English is modified to ensure that it is comprehensible for limited-English proficient students. The effectiveness of this approach depends on a collaborative effort between ESL teachers and mainstream content area teachers.

[Instruction provided in L2, English]

ESL programs include:

• Focus on Teaching Language Skills through Content Areas
• MeaningFul Activities focusing on Science, Math, Social Studies,Concept Development, Problem Solving, Art, Music, Physical Education
• Participation in mainstream programs of the General Educational programs of the school

NOTE: For schools in which there are not sufficient numbers of non-English proficient(NEP)/limited-English proficient (LEP) Language Minority students of one language background to offer Native Language Instruction, ESL Content-Based Instructional services will be provided.

This program includes both language majority and language minority students. The instructional design is to provide all courses or subjects of study to allow students to meet grade promotion and graduation requirements. In this design, language minority students acquire English skills (second language) and academic skills, and language majority students acquire academic skills and proficiency in a second language.

[Instruction provided In L1 and L2 ]

A Two-way bilingual program includes:

• Long-term Instruction in both Languages (L1 and L2)

• Focus on an Academic Curriculum (L1 and L2)

• Integration of Language Arts and Content Areas (L1 and L2)

• Separation of Languages for Instruction (L1 and L2)

Note: For all of the above-mentioned programs, organizational models include:

• Team Teaching Model

• Self-Contained Qassroom Model

• Departmental Model

• Pull Out Model

According to the Office of Civil Rights, students deemed eligible for exiting must meet specific criteria which indicate that such students are ready to make the transition into English and will educationally succeed in content areas and the educational program in which he or she is to be placed.

(* If a parent/guardian does not agree with tbe recommendation of the Committee, the parent/guardian must request a meedng with the Director of the LMAB or designee.)

Bilingual Education: Programs that employ a child's native language as a medium of instruction while the child is being taught English as a Second Language (ESL). By enabling students to master cognitive skills in the language they know best, before making the transition to an English only classroom, will prevent academic retardation.

Bilingual Service Provider (BSP): Local school staff member responsible for the monitoring of student placement, progress and ongoing assessment.

English as a Second Language (ESL) Content Instruction: An integral component of all models of bilingual education, All schools with bilingual programs must provide ESL to limited-English proficient students every day. Content-based ESL programs provide ESL instruction with a sheltered English approach. The English is modified to ensure that it is comprehensible for limited-English proficient students. The effectiveness of this approach depends on a colIaborative effort between ESL teachers and content areas teachers.

FEP: Fully-English proficient

Home Language Survey (HLS): A survey used for the purposes of identifying Language Minority students. It is the broadest indicator in a complete assessment process used to determine which students are eligible for assessment of English language proficiency.

Language Minority Student: A student who understands or speaks a language other than English which was learned from his/her family background; or a student with a family background where a language other than English is spoken in the home.

Language Assessment Scales (LAS): District-approved diagnostic instnument used to measure English language proficiency.

LEA:Local Education Agency

LEP: Limited-English proficient

LMAB: The Language Minority Affairs Branch - The office charged with the responsibility of developing and implementing Bimtgual/ESL programs at local schools based on needs. In addition, the LMAB develops program guidelines, procedures, and staff development activities in order to assist local schools in providing comprehensive educational services to non-English proficient/limited-English proficient (NEP/LEP) Language Minority students.

NEP: Non-English proficient

Transitional Bilingual Education (TBE): A generally self-contained model of bilingual education; This program teaches English to elementary and secondary students using English and the student's native language skills to develop English language skills. This approach teaches skills in the native language and prepares students to transfer these skills to English. In addition, the program seeks to enable students to meet grade promotion and graduation requirements. This program is offered only to language minority students who are limited in English language proficiency, three at more years academically delayed, or students who have not had any prior schooling.

Two-Way Bilingual Education: An integrated model for bilingual education: This program includes both language majority and language minority students. The instructional design is to provide all courses or subjects of study to allow students to meet grade promotion and graduation requirements. In this design, language minority students acquire English skills (second language) and academic skills, and language majority students acquire academic skills and proficiency in a second language.

Elena Izquierdo
Director

Date _________________

Welcome to the District of Columbia Public Schools. The information provided on the Home Language Survey administered at the school where you enrolled your child, has indicated a language other than English in the home environment. In order to provide the appropriate educational services for your child, he/she has been referred to the Language Minority Assessment Center for evaluation. The purpose of this evaluation is to determine your child's language and educational skills.

Please call the Language Minority Assessment Center for an appointment. if you have any questions, please contact this office at 282-0133 so that we may assist you. Our staff speaks several languages. We look forward to working with you and your child. Thank you.

Bienvenido a las Escuelas Publicas del Distrito de Columbia. Los resultados de Ia Encuesta del Idioma del Hogar han senalado otro idioma en el ambiente del nino/a. Pars asignarlo de acuerdo a sus necesidades, su hijo/a ha sido referido at Centro de Evaluaciones. El propoito de esta evaluacion es para determinar las destrezas do lenguaje y el nivel de educaci6n de cads estudiante. Nuestro objetivo es de proveerle los servicis educacionales apropiados y ubicarlo debidamente dentro de su escuela.

Es necesario Ilamar al Centro do Evaluaciones para concertar una cita. Si tiene alguna pregunta, Ilamenos at 282-0133 para atenderle. Se habla espanol. Estamos cordialmente a su disposicion pars facilitarles toda nuestra asistencia y servicios. Gracias.

Language Minority Assessment Center
Centro de Evaluaciones
Carlos Rosario
Calles 35 y T, NW.
Salon 317
(202) 282-0133

Elena Izquierdo
Director

District of Columbia Public Schools
Speciol Programs and Alternative Educalion
Language Minority Affairs Branch

PART I. STUDENT INFORMATION (To be completed by the SCHOOL REGISTRAR )

 (1.) SCHOOL: ______________________ (2.) Student ID#: _____________________

(3.) Home Language:__________________ (4.) Gender: ( ) Male   ( ) Female

(5) Student Name ________________________________________________________
                                 Last Name                    First Name                     MI

(6.) Date of Birth:   ______/______/______        (7.)  Age: ___________        
                              month     day       year

(8..) D.O.B.: ( ) Certificate    ( ) Passport   ( ) None Available   ( ) Other (Specify) __________

(9.) Address: ___________________________________________________

(10.) Parent(s) Name: ____________________________________________

(11.) Telephone Numbers: ________________________________________

         __________________________       Date: _______________________
          Signature of School Official

6.   ELIGIBILITY CODE: 

( ) YE     Yes, Home language other than English and Eligible for Bilingual Services

( ) YI     Yes, Rome language other than English and Ineligible for Bilingual Services

7. School Registrar records all information on the Cumulative Record, and Enters ITEM 6 (YE or
YI)  into SIMS.

    ________________________________________________      Date: ______________
             Signature of LMAB Assessment Coordinator

Copy 1-School Files     Copy 2- Parent Copy      Copy 3- Language Minority Assessment Center

                                                                            Date _______________

Student Name_____________________________   Date of Birth ___________________
                     Last            First                  MI

School_____________ Student ID#___________   Age_____ Grade _______

This student was assessed at the Language Minority Assessment Center on (date) __________


Results will be faxed to your school, when possible, within three days, and the originals sent
through route mail at that time.

For high school students transcripts will be evaluated by (evaluator) _____________ by
(date)__________________________

Thank you for your cooperation, if your have any questions feel free to call.

       ______________________               ________________
      Assessment Center Officer                   Date

Student Name ________________________________       Date of Birth _____________
             Last            First     MI
 
School _________________   Student ID#___________ Age _____   Grade ______

Years in U.S.A __________    Where? _______________


Home Language Survey (HLS) Primary Language: ____________ Gender: [ ] Male [ ]Female

Previous Formal Education ________ years/months         
Documentation of Formal Education    [ ] Yes    [ ] No

Transcripts to be evaluated by (evaluator) _______ by (date) ____________

English Proficiency Assessment

Language Assessment Scales (LAS)         Tester: ________     Date: _____________

[ ] PreLAS                                                               Score _____
[ ] LAS-O             [ ]1c    [ ]1d    [ ]2c   [ ]2d                    Score_____
[ ] LAS-R             [ ]1c    [ ]1d    [ ]2c   [ ]2d   [ ]3a   [ ]3b    Score_____
[ ] LAS-w             [ ]1c    [ ]1d    [ ]2c   [ ]2d   [ ]3a   [ ]3b    Score_____

Language Proficiency Score: ____     Language Proficiency Index (LPI) ___(RW)/ _____(O)
Language Proficiency Category

Language Proficiency Category
[ ] NEPa (LAS-C 1-21)     [ ] NEPb (LAS-0 22-42)        [ ] NEPc (LAS-0 lc/d 43-54 2c/d 43-61)
[ ] LEPa                  [ ] LEPb      [ ] LEPc      [ ] LEPd    [ ] LEPe
[ ] FEPa (LPI 3/4)        [ ] FEPb (LPI 3/5)



Academic Assessment
Spanish Assessment of Basic Educallon (SABE) Level: ___   Tester: ______    Date: __________

Vocabulary                    Score _____________ G.E. _______________ 

Reading Comprehension         Score _____________ G.E. _______________ 

Total Voc & Camp              Score _____________ G.E. _______________ 

Math Computation              Score _____________ G.E. _______________ 

Total Voc, Composition        Score _____________ G.E. _______________ 
& Math Computation

California Test of Basic Skills (CTBS)   Level: ________  Tester: _______________
Math Computation                  Score _____________  G.E. _______________ 

Other Academic Testing ________        Level: ________ Tester: ________________
Academic Assessment Classification

   [ ] No Prior Schooling (NP)     [ ]Below Grade Level (BG)      # of years below ______
   [ ] Interrupted Schooling (I)   [ ] At Grade Level (G)           [ ] Above Grade Level (G)


Program Placement
GRADE _____     Level 

[ ] Mainstream     [ ] ESL__    NEP__   LEP__   FEP__        [ ] LABS
[ ] Qualifies for additional services  [  ] Further testing for Special Education suggested

         ____________________________                 _________
          Assessment Center Officer                     Date

Related documents:

D.C. Public Schools Policy Directive on Compliance with Title VI of the Civil Rights Act of 1964 for Limited English Proficiency Students (April 27, 1992)