CONTENTS:

The Pennsylvania Department of Education, an equal opportunity employer, will not discriminate in employment, educational programs or activities, based on race, color, religion, national origin, sex, age, ancestry, physical handicap or union membership. This policy of nondiscrimination extends to all other legally protected classifications. Publication of this policy in this document is in accordance with state and federal laws including Title IX of the Education Amendments of 1972 and Sections 503 and 504 of the Rehabilitation Act of 1973. Inquiries should be directed to Susan Mitchell, Affirmative Action Officer, 503/504 Coordinator, Education Building, 333 Market Street, Harrisburg, PA 17126-0333 (717-787-1953).

We wish to thank all the persons from PDE and the field who reviewed many drafts and contributed their ideas to the development of these Guidelines.

In this revision of the Guidelines we have made every effort to clarify and express in concise terminology the recommendations leading to a carefully planned curriculum for the education of limited English proficient students. To that end, we have added a section on definitions and several sample forms that serve to reinforce the text. It is our hope that they will help to clarify the various aspects of planning which can contribute to success for over 35.000 children in Pennsylvania for whom English is not a first language.

Whether you have one child or 150 children, we would urge you to give careful consideration to material included here. It has been designed to facilitate your planning.

Legal interpretations advanced by the federal government and the courts make it illegal to impede the educational process of a student because the student speaks a language different from that of his or her school. Inasmuch as English language skills are the foundation of the curriculum of the public schools, the inability of a limited English proficient (LEP) student to profit from the regular instructional program because of lack of English skills can have the effect of denying that student access to the educational program. Districts are required to address this situation by providing such specialized assistance as will enable each child to participate in the educational system with his or her EnglishÄspeaking peers.

School districts will find the Pennsylvania School Code and regulations of the State Board of Education sufficiently flexible to permit them to fulfill this obligation immediately. It is the intent of the regulations to recognize the legal obligation of all districts to provide educational assistance to each limited English proficient student enrolled.

These guidelines have been developed as a means of implementing Title 22, Chapter 5, Curriculum Requirements, Section 5.6(b). The single purpose is to carry out the Commonwealth's responsibility to educate limited English proficient children within its borders as efficiently and as satisfactorily as possible. The requirement reads as follows:

"Each school district shall provide for a program for each student whose dominant language is not English for the purpose of facilitating English proficiency. Such programs may include bilingual/ bicultural or English as a Second Language (ESL) curriculum."

• provide the student with English as a Second Language (ESL) instruction to facilitate the acquisition of English language skills.

• provide the student with an appropriate instructional program.

Bilingual Instructional Program: refers to the use of two languages one of which is English, as the media of subject matter instruction.

Chapter I: formerly referred to as Title I; now Chapter I of the Education Consolidation and Improvement Act of 1981 It is meant to provide supplementary educational services to educationally disadvantaged students.

Dominance: refers to the language most often used by the student for communication and selfÄexpression.

English Dominant: a student whose language of communication is predominantly English.

ESOL: English to Speakers of Other Languages. One language is used (English) as the medium of instruction. Same as ESL.

ESL: English as a Second Language, does not imply "secondary language." Refers usually to the teaching of English to persons whose native language is other than English.

Home Language: the first language learned by a child, usually the language of his/her home.

I 94: an Immigration and Naturalization Service (INS) form (wallet size card) which lists pertinent data about refugees and other immigrants.

Interference: the confusion caused when the language learner applies the systems of one language to another language.

LEA: local educational agency, school district, intermediate unit.

LEP - Limited English Proficient: the term used to describe students of English as a Second Language who have not yet fully mastered the language.

Maintenance (or developmental) Bilingual Program: a structured sequential educational program in two languages throughout the school experience of the student. A maintenance bilingual program may serve both nonÄEnglish dominant and English dominant students or only nonÄEnglish dominant students.

Migrant: a child whose parents cross school district boundaries for reasons of employment in agrictriture or agriÄrelated businesses. In Pennsylvania, this is mainly employment in agriculture.

Monolingual: refers to knowledge and use of only one language. The majority of Americans are monolingual in English.

Native Language: the first language learned by a child, usually the language of his/her home.

NonÄEnglish Dominant: a student whose primary language of communication is not English.

PDE 3044 and Supplement: School District Annual Report: Programs and Services for Students with Limited English Proficiency (LEP); Enrollment of NonÄEnglish Dominant Students Ä a form of student census. Requests that districts list children whose native/home language is other than English (formerly DEBE 1072 and Supplement).

PDE 3045 - Intermediate Unit Annual Report - Programs and Services for Students with Limited English Proficiency: requires intermediate units to list the type of services they provide to LEP students in the districts which they serve.

Primary Language: the first language learned by a child, usually the language of his/her home and most often used to express ideas and concepts.

Refugee: refers to a person who has been granted asylum in this country, usually for political or economic reasons and who has been classified as such by the Immigration and Naturalization Service.

Refugee Student Report Form: this form is used to record the number of refugee children enrolled in your school district. It is part of the funding requirements for the Transition Program for Refugee Children.

SEA: State Educational Agency, Department of Education.

Target Language: the language which is being taught (also known as second language).

Target Population: the population to be served in ESL or bilingual programs.

Title VII ESEA - Bilingual Education Act: a source of categorical funding for bilingual education programs. Funds are available to local educational agencies, state education agencies and institutions of higher education. Some programs are available to nonprofit private organizations.

TBE - Transitional Bilingual Program: a program which serves students with limited English proficiency (LEP); provides for instruction in the student's home language and English until the student is able to function effectively in classes conducted in English.

A. Intake Process

The most important factor in identifying students is to establish a districtÄwide process which all persons coming into contact with the limited English proficient student will follow. A standardized intake process guide should include:

1. List of interpreters available.
2. The staff person or persons responsible for placement of the child, identifying the position, and naming the individual if possible.
3. Home language survey (to determine the language used in the home).
4. List of specific assessment instruments to be used for initial placement.

This guide should be made available to all district personnel, especially those in offices where children may go to be enrolled.

B. Permanent Record

As a result of the intake process, the district will have information in the following categories included in each child's permanent record. (Please see Figure 1.) 1. Student information:

• student identification numbers (if any)
• name, sex, date of birth, age, address, telephone
• names of parents/guardians
• addresses of parents/guardians

NOTE: DO NOT CHANGE THE NAME OF THE STUDENT IN ANY WAY.

2. Background information:

• refugee number, immigration/alien number (if applicable) or migrant status
• date of entry into U.S.
• country of origin of the family
• birthplace
• any special health or other considerations
• name of brothers and sisters also enrolled

3. Educational information:

• grade level at entry, school year
• last school attended and year
• last grade completed and year
• school and teacher to whom assigned

4. Language assessment information:

• dominant language
• language spoken at home
• list of languages spoken (include native language)
• name of tests given and results

C. Migrant Children

Most of the information above which would be applicable to migrant children is included in Migrant Student Record Transfer System (MSRTS) forms. Please see appropriate district personnel if further clarification is necessary.

D. Placement

Limited English proficient (LEP) students should be placed in a grade level which is appropriate according to educational level/experience and age. A LEP student should not be automatically placed back a year because he/she does not speak English. Efforts should be made to reduce the possible emotional and psychological trauma which the student may experience in the new environment.

The target population for ESOL/ESL or bilingual programs is defined in terms of the competency of each student in his or her mother tongue and in English. Any student who may be classified within any of the categories listed below should be provided English as a second language instruction.

1. a student who understands, speaks, reads and writes his or her native language fluently but who does not understand, speak, read or write any English.

2. a student who understands and speaks his or her native language but has limited or no ability to read and write his or her native language and who does not understand, speak, read or write any English.

3. a student who has limited understanding of spoken English but does not speak it.

4. a student who understands and speaks English on a limited basis but who is unable to read or write English.

5. a student who understands and speaks English fluently but who is unable to read or write English.

6. a student who apparently understands and speaks English but who encounters difficulty in comprehending the specialized language and concepts contained in the different subject content areas.

The determination of these competencies shall be made by persons who are trained to administer the appropriate procedures.

For the purposes of instruction in English as a second language students may be grouped according to language levels. Or, in situations where there are too few students, they may be grouped across grade levels, never having more than a threeÄyear grade span; e.g., within an elementary school, middle school and/or secondary school. (Please see Figure 2.)

E. Entry/Exit Criteria

To facilitate the progress of the student through the different levels of language acquisition, a set of well defined requirements for successful completion of any particular level of language instruction must be developed. These entry/exit criteria should reflect realistic levels of achievement and MUST be a part of every planned course. Do not underestimate the level of skill development in a language necessary for successful acquisition of subject matter concepts, nor the degree of skill in the written language necessary to express thought.

Establishing entry/exit criteria requires the development of a framework which contains:

skills
description of skills
objectives
expected levels of achievement
evaluation procedures

This framework can be developed for English as a Second Language, taking into consideration the level of language (see page 8 for suggested levels) being addressed and the grade level of the intended audience. Parameters for entry/exit can then be determined. Entry criteria will be the minimum competencies required of a student before entering the course.

Exit criteria will be the minimum competencies required of a student before proceeding to the next level of language study. It stands to reason that exit criteria for one level may well be very similar to entry level criteria in the next, higher level of language study.

A series of planned courses for English as a Second Language instruction which have well defined entry/exit criteria can be the best assurance of a successful instructional program for LEP students.

Due to the wide range of language competencies of the students of the target population both in their mother tongue and in English, two major educational thrusts have emerged. They are Bilingual Education and English to Speakers of Other Languages (ESOL) or English as a Second Language (ESL).

CONTRARY TO POPULAR BELIEF, CHILDREN DO NOT ABSORB COMMUNICATION SKILLS IN ENGLISH BY MERELY SITTING IN AN ENGLISHÄSPEAKING ENVIRONMENT. SECOND LANGUAGE SKILLS ACQUISITION REQUIRES CONSTANT, INTENSIVE AND GUIDED PRACTICE.

The major objectives of English as a Second Language (ESL) or English to Speakers of Other Languages (ESOL) are to develop competency in understanding, speaking, reading and writing English, and to orient the student to the mores of his or her new environment.

In organizing ESOL classes, consideration must be given to the chronological age of students and their competency in English. It is advisable never to have more than a threeÄyear age differential within a group.

Students will reflect varying degrees of competency in English and should be grouped according to competency. Students with little or no background in English should receive ESOL instruction for a minimum of three hours daily. The time can be adjusted as the students acquire competency. (Please see Figure 3.) Initially, emphasis should be placed on auralÄoral skills. The goal of ESOL instruction is to prepare LEP students for entry into the classes of their English speaking peers. Care should be taken to incorporate vocabulary of the content area classes. Transfer from an ESOL program to a regular program of studies should be effected on a gradual one subject-at-a-time basis.

About fifty percent of the school districts in Pennsylvania reporting ESL/ESOL or bilingual education programs enroll less than ten LEP students. These school districts have developed tutorial programs involving teachers who have a knowledge of the student's language, or who are foreign language teachers or reading specialists. At the secondary level, planned courses must be the basis for ESL/ESOL instruction if the student is to receive credit for graduation.

• To develop pupil competency in understanding, speaking, reading and writing English.
• To provide educational experiences that will prepare pupils to complete high school and to enter institutions of higher education and/or the world of work.
• To orient pupils and their parents to the school and the community.
• To enhance pupils' sense of selfÄworth by highlighting contributions made by their ethnic group to society.

An ESOL/ESL program may be organized on three basic instructional levels as shown below. For the development of local objectives, it will be necessary to consider whether the target audience is in the elementary or secondary grades. Modification of objectives according to grade levels will facilitate the development of ESOL/ESL planned courses and the corresponding entry/exit criteria.

A. Level A - Entry Level (Beginning)

Pupils will:

1. understand English when it is spoken at a normal rate of speed.

2. speak English as demonstrated by their ability to:
   • imitate words and phrases pronounced by the teacher.
   • respond in a word or phrase to simple questions.
   • describe familiar situations in simple terms.

3. acquire a functional oral vocabulary of approximately 800 words.

4. develop skills to read what has been learned orally.

5. write basic words/phrases/sentences that have been learned orally.

B. Level B - For pupils who have achieved Level A objectives (Intermediate)

Pupils will:

1. continue to gain proficiency in English oral language production and comprehension as demonstrated by their ability to
   • respond orally using a full sentence or explanation.
   • respond orally to questions related to a short selection narrated by teacher or on tape.
   • describe orally an experience, situation or picture.

2. continue to read in English those materials that are based on their oral language experiences.

3. continue to read books, magazines, and other materials appropriate to their interests and abilities.

4. write in English
   • simple structures based on their oral language experiences.
   • sentences using familiar words and expressions.

C. Level C- For pupils who have achieved Level B objectives (Advanced)

Pupils will:

• understand English as spoken on the radio, television, and in normal flow of conversation.

• express their ideas in English with fluency and accuracy.

• read materials used in their school in classes at their grade level.

• write reports, letters, and compositions.

The major objectives of bilingual instructional programs are to educate all of the students within a school in two languages in all areas of the curriculum and to develop an awareness and understanding of the cultural heritage of the ethnic groups within the school. Thus, students whose home language is not English as well as those whose home language is English may participate in bilingual programs. Bilingual education fosters the further development of skills in the mother tongue, while providing the opportunity for the development of skills in a second language. It is an instructional approach often employed in prestigious private schools as well as in public schools in Canada and other countries.

However, under the guidelines of Title VII, ESEA Bilingual Education Act and the Office of Civil Rights, the thrust of bilingual education programs has been directed to students whose dominant language is not English or who have limited English proficiency. As the focus of service has changed, the concept of maintenance/developmental bilingual education programs as contrasted with transitional bilingual programs has emerged as a factor in program planning. It should be remembered that ESOL/ESL is an integral part of every bilingual program.

A. To develop pupil competency in understanding, speaking reading and writing English.

B. To develop educational programs commensurate with the abilities, interests and aspirations of limited English proficient (LEP) students.

C. To provide educational experiences that will prepare LEP students to complete their high school education and enter institutions of higher learning and/or the world of work.

D. To provide programs for students whose dominant language is not English that will continue growth in their first language and culture, in addition to developing an acquintance with American history and culture.

E. To provide educational competencies for students whose dominant language is English, that will permit them to become acquainted with the language, history and culture of their limited English proficient peers.

1. develop competency in communication skills in English as measured by standardized tests, criterion referenced or other measures used by the LEA.

2. develop competency in communication skills in their first language as measured by criteria established by the LEA.

3. achieve at least the minimum competencies established by the LEA for the various subject areas at each grade level.

4. increase their participation in extraÄcurricular activities as measured by number of these students enrolled in the various activities.

5. increase their knowledge and understanding of persons belonging to social, cultural and ethnic groups different from their own as measured by cultural awareness instruments.

C. The dropÄout rate for LEP students in secondary schools will decrease as measured by comparison with dropÄout data prior to the bilingual program.

D. The absentee rate of LEP students will decrease as measured by comparison to previous attendance records.

E. The school climate will reflect sensitivity to the rich cultural contributions made to our society by the ethnic groups represented in the school community.

In the preceding sections, the groundwork has been laid for establishing a curriculum for English as a second language instruction and for the development of ESL/ESOL and bilingual education programs. It is the responsibility of the school district to provide a meaningful learning experience for the limited English proficient student while he/she is learning English. A program which takes into account the needs of the students and the resources available to meet them is the best way to accomplish this goal.

Any program developed for limited English proficient students must consist of planned courses. The Curriculum Regulations (22 Pa. Code § 5.3) define the planned course in the following manner:

"Instruction offered by a school entity and delivered to the students enrolled that is based on a written plan which consists of at least all of the following:

(i) A list of learning objectives expected to. be achieved by students.

(ii) Content and instructional time needed to reach learning objectives, typically consisting of 120 clock hours of instruction, or a fraction thereof. Fractional planned courses when offered should be in blocks of no less than 30 clock hours.

(iii) Expected levels of achievement.

(iv) Procedures for evaluation."

It is very important that both teacher and student embark upon a well defined course of study. That can only occur when all the appropriate steps have been taken to develop a planned course which is in concert with the total curriculum. (Please refer to "The Planned Course" guidelines f or further clarification.)

A. Pupil Assessment

Some of the most critical decisions made by educators working with students today have to do with testing, and test selection. Those decisions become even more critical when the students to be tested are limited English proficient and the tests are given in English.

There are four major reasons for testing the LEP child. To determine:

1. native or home language proficiency and/or literacy

2. language dominance (helps determine instructional strategies)

3. achievement (development of cognitive skills and academic progress)

4. program placement (includes mainstreaming)

5. other reasons include the determination of a particular program's effectiveness or the simple fact that district policy dictates testing.

Before testing the LEP student, one must ask several questions which will guide in the selection of the appropriate instrument:

1. who is to be tested?

2. why is the student to be tested?

3. what is to be tested? (are objectives clear?)

4. which test will best meet the criteria?

5. in which language will the test be written?

Appropriately qualified bilingual school personnel should assist in the development of evaluation procedures, including the selection of the instruments. These should include both initial screening of students and the continuous and systematic evaluation of their academic, social, and emotional progress. Initial screening for participation in a program should be performed in the student's dominant language and in English. Periodic assessment should be made using informal inventories and/or standardized achievement tests in the dominant language. Only as the individual student attains a command of English should achievement tests in English be administered.

A WORD OF CAUTION CONCERNING THE EVALUATION OF LIMITED ENGLISH PROFICIENT STUDENTS. DO NOT ASSUME THAT BECAUSE A CHILD IS VERBALLY "PROFICIENT" HE/SHE WILL BE ABLE TO PERFORM ON A WRITTEN STANDARDIZED TEST, OR TO FOLLOW COMPLICATED ORAL INSTRUCTIONS. REMEMBER ALSO THAT THERE ARE MANY EMOTIONAL FACTORS CONNECTED WITH STANDARDIZED TEST TAKING WHICH WILL PROBABLY CREATE ANXIETY FOR THE LIMITED ENGLISH PROFICIENT CHILD.

Since most of the standardized instruments presently used in the schools are inappropriate for students whose first language is not English, students in this program should not be expected to participate in the regular testing program of the school until they are participating fully in the regular classroom program.

The periodic monitoring of the performance of the LEP student who has been mainstreamed should continue for at least one full school year.

A system of accurate and relevant pupil records should be maintained. School districts must provide evidence that the placement and instructional decisions made regarding LEP students were based upon the interpretation of information which took into account the background of the LEP student and the purpose for which the information was gathered. This must include:

1. results of preliminary language assessment (to include home language survey, dominance, and any native language skills testing).

2. results of any other screening measures, parent interviews, observations, etc.

3. results of achievement testing (in English as a second language, subject matter or native language).

4. results of specialized testing (as for specific disabilities).

5. affective measures.

6. placement decisions.

The tests listed below were chosen because they are used widely. The list is not meant to endorse or to be all inclusive. Indeed a district, which has developed and used its own screening test, may wish to continue to utilize its own test for screening and initial placement of students. (Please see Figure 4.)

---

No decision regarding the educational placement of a limited English proficient student will be based upon the results of only one test.

1. Oral Language Skills

   Bilingual Syntax Measure I and II (BSM) - (5/E*)
   Basic Inventory of Natural Language (BINL) - Any
   Bahia Oral Language Test (BOLT) - (S/E*)
   Language Assessment Scales - (LAS)
   Spanish/English Performance Screening (S/ELPS)
   New York City Language Assessment Battery 1982- (LAB) (S/E*)
   Tests for Auditory Comprehension (Carrow)
   Student Oral Language Observation Matrix - (SOLOM)
   School District of Philadelphia ESOL Screening Test

2. Reading

   Cloze procedure tests locally developed (difficult to use with some languages. Prueba de preparacion para lectura (S*) System for Objectives Based Evaluation of Reading Ä (SOBER) (S*)

3. Achievement

   California Achievement Tests (CAT)
   Metropolitan Achievement Tests (MAT) (S/E*)
   California Test of Basic Skills (CTBS) forms (S/E*)

4. Other

   Maculaitis Assessment Program Ä ESL
   Woodcock Language Proficiency Battery Ä Spanish Form
   Cartoon Conservative Scales I & II
   Kramer Pre School Math Inventory
   Prueba Boehm de Conceptos Basicos Ä (S/E*)

   *S=Spanish
   E = English

Every district has its own staff selection procedures and job specifications. The following recommendations are provided to assist the district obtain the best qualified individual.

Non-certificated persons employed in ESL and bilingual programs are educational paraprofessional staff and must be assigned in accordance with provisions for the utilization of educational paraprofessional staff. Teachers must, of course, be properly certificated. (Please see the Pennsylvania Department of Education Certification and Staffing Policy Guidelines.)

A. All staff should:

1. have an awareness of the culture and language of the target student population, as well as the socioeconomic factors which influence the classroom performance of this population.

2. be familiar with the specific goals and objectives of the Guidelines and of the district program.

1. offer pre-service and in-service training programs for all staff who work with LEP students, to acquaint them with the language and culture of the target population.
2. provide staff with an orientation to the community from which the student population(s) is drawn and with training in techniques for daily involvement with the community and the school population.

3. look to the community for appropriate professional and paraprofessional personnel. Within the community are bilingual persons who have met the professional requirements in their native countries but who are unable to meet professional requirements in the Commonwealth. There are also bilingual liberal arts graduates of accredited universities here and abroad who do not meet the state professional education requirements. Programs in higher education should be utilized to assist these bilingual college graduates to acquire the necessary education leading to certification. (Please see A Pennsylvania Guide to Bilingual and English as a Second Language Programs available from PDE.)

The Pennsylvania Department of Education recommends that a comprehensive program of supportive pupil personnel services which brings together the unique contributions of psychology, social work, counseling and health services be provided to meet the educational, social and emotional needs of pupils with limited English proficiency.

It is anticipated that the diversity of services can be most effectively provided by a pupil personnel team. Bilingual para-professionals and professionals carefully selected from the community and given special training could provide valuable service to non-English speaking residents of the community and input to the pupil personnel team. Since selection and training procedures determine the effectiveness of both the professional and the paraprofessional, it is essential that careful consideration and planning be given to these matters.

The following is a list of services recommended for inclusion in a program of supportive services for children with limited English proficiency. It should in no way be construed as a maximum. The more supportive services that are provided to the limited English proficient student and his/her family, the quicker she/he will be able to integrate into the mainstream.

A. Permanent Records

A system of relevant and accurate pupil educational records should be maintained. Since use of the traditional record keeping system involving grades and standardized test results is inappropriate for most of these children, procedures should be instituted to supplement it with information more relevant to the child's educational and vocational future. (Please refer to section on Identification.)

1. Orientation

   It is recommended that a program specifically designed to reduce cultural shock and to facilitate entry into the school community be a part of the orientation activities and procedures for students and their families.

   The program should include:

   a. school system overview
   b. school expectations of parents/students
   c. teacher expectations of parents/students
   d. school/parents' responsibilities
   e. school hours; activities, facilities
   f. supportive services available to parents/students

2. Counseling

   Regularly scheduled counseling sessions are critical for the success of the limited English proficient student. Sessions involving both students and families are of particular importance to the student and his/her family. EVERY EFFORT SHOULD BE MADE TO PROVIDE THE SERVICES IN THE LANGUAGE WHICH IS UNDERSTOOD. (Please see Figure 5.)

   The program should provide:

   a. individual and group sessions to give social, emotional and psychological support to the student.

   b. sessions which include both limited English proficient children and their English dominant peers, to foster cross-cultural awareness and understanding.

Time should be set aside for regular meetings of the program staff. These meetings will facilitate interaction among staff which come into contact with the limited English proficient student. This interaction is necessary to be able to continuously assess the student's educational, social and emotional progress, in order to adjust his/her program accordingly. (Please see Figure 6.)

Regularly scheduled consultations with other district administrators will also help to reduce the number of misunderstandings which normally occur, further facilitating the limited English proficient student's progress through the school system.

The student should be provided with career awareness activities in his/her native language consonant with the school district's program for career education. It should begin in the elementary school and continue through the secondary school. Wherever possible, role models representing the target culture should be included.

This area seems to be the most troubled by doubts' and indecisions on the part of school personnel. The most frequent problem is, as expected, the language barrier. It is not always feasible to have psychological personnel sufficiently acquainted with the target culture and fluent in the target language. A good rule of thumb is this: if you don't know sufficient information about the child, and the lack of language fluent personnel is a problem, call or ask someone for help. The Bilingual Education Adviser at the Department of Education or someone at the intermediate unit may be able to locate someone for you.

Psychological services should be provided as needed for limited English proficient children upon the recommendation of the pupil personnel team, keeping in mind the above mentioned precautions.

Placement of limited English proficient (LEP) students in special education classes must be done with extreme caution and only after the completion of a thorough assessment in the language the child best understands by using a battery of instruments which take into account culture-bound responses and the development of an individualized education program (IEP) which specifically addresses second language learning. The appropriate interpretation of the results of tests used to determine placement is the key factor. All other rules and regulations governing special education procedures also apply to the LEP student.

Families and students should be made aware of the availability of health services. In cases where services are not utilized, follow-up visits to the home should be made to offer further explanations. A bilingual member of the pupil personnel team should be present to facilitate communication regarding prevention and treatment of illness when students visit with health personnel. When services cannot be provided by school health personnel, appropriate referrals and follow-up should be made with health agencies in the community.

The successful adjustment of the child whose dominant language is not English depends on the creation of understanding between the home and the school. The initial contact between school and home is of extreme importance. Rapport needs to be established in order to encourage maximum family involvement in the child's education. The dominant language of the home should be the medium of all communications, written and oral, including report cards, between the home and the school.

Liaison relationships with community agencies and referral sources should be provided to support pupil needs which exceed the function or capacity of the school. A staff member should be given the responsibility to identify the agencies and services which are able to serve the unique needs of the children and make referrals as necessary. This will usually include a list of interpreters available to assist the schools to communicate more effectively with children and parents.

One of the questions most often asked about programs for limited English proficient students has to do with how to pay for the instructional services the children require while learning English. More often than not, the question is asked when a student arrives after the start of the school year, long after budget allocations have been decided upon.

Programs for limited English proficient children shall be the responsibility of the local educational agency (LEA). Federal funds, state funds, local funds and grants from public or private agencies (which districts are encouraged to seek) may be used separately or in combination to meet the costs of this program. Attention to regulations or guidelines which govern the use or expenditure of the money is very important!

Creative use of available resources is probably the best way to describe how most programs for limited English proficient children are funded. Some of the sources which have been used include:

1. Chapter I of the Education Consolidation and Improvement Act (ECIA) of 1981, provides for supplementary services. Please note that use of Chapter 1 funds for ESOL services requires that the district provide a basic ESOL instructional program with non-federal funds. Students who are properly identified and meet all the prerequisites for Chapter 1 participation may receive supplementary Chapter 1 ESOL services.

2. Chapter II of the above mentioned act (ECIA) may also be used to provide ESL instruction. Also supplementary.

3. Title VII ESEA (Elementary and Secondary Education Act of 1965 as amended by the Education Amendments of 1978, P.L. 95-561) - more commonly referred to as the Bilingual Education Act. This is a categorical competitive grant program which funds projects in bilingual education.

4. Transition Program for Refugee Children Ä authorized by the Refugee Act of 1980 (P.L. 96- 212)- amount of grant dependent upon number of refugee children enrolled in the district.

The limited English proficient children enrolled in the school district must be provided with appropriate instruction, whether or not there is outside funding available.

SAMPLE STUDENT RECORD

Date ________________

Name____________________________ Age _________ Birth Date _____________

Address___________________________ Birthplace __________________________

Phone ____________ Date of Arrival in U.S. ______ Native Language ____________

I.N.S. Status - Refugee ________ Resident ________ Other (Specify) __________

SCHOLASTIC HISTORY

Last School Attended _______________ Last Grade Completed ____________

________________
(city, state, country)

Transcript Available: Yes No
Requested: Yes No
Included In File: Yes No

Years of English________

Comments:

FAMILY INFORMATION

Parents' Names (father and mother) _________________ Nationality____________

Parents' Addresses (if different from above) ________________

Language Spoken at Home ____________ Native Language __________

Father's Occupation (name of company, address, & phone) _________________________________

Mother's Occupation (name of company, address, and phone) _________________________________

brothers and Sisters: (List additional ones on the back)

Name	Age	School	Grade
______________	_____	_____	_____
______________	_____	_____	_____
______________	_____	_____	_____

MEDICAL INFORMATION

Is child under a doctor's care? Yes No Comments ________________________________

Does child have any specific medical problem? _____________________________________

Family Doctor ________________________________ Phone ____________

IN CASE OF EMERGENCY CALL:

a) ___________________ Phone _______________

b) ___________________ Phone _______________