'); document.write(' '); document.write(''); }
Developing Programs for English Language Learners: ServicesProgram of Services for ELL Students
The information discussed in this section pertains to the educational model and program of services selected by the district. Following are questions that may be useful in developing a plan that addresses in a comprehensive manner the methods to be used in providing ELL students appropriate English language development services, as well as services to enable the students to benefit from the district's academic and special programs.
The methods and the services the district will use to teach ELL students English language skills (i.e., speaking, understanding, reading, and writing of English)?
The methods and the services the district will use to ensure that ELL students can meaningfully participate in the academic and special programs (e.g., history, science, social studies, music, vocational education, etc.) offered by the district? (Note: Depending upon the district's education model, English language services and subject matter services may be concurrent or sequential.)
How and where the English language development services will be delivered? (For example, are language development services delivered through a pullout program, within a self-contained program, or within the regular classroom?)
Note: OCR recognizes that the district's program of services under its ELL plan may have the effect of separating students who are ELL from non-ELL students during at least part of the school day. However, the program design should not separate ELL students beyond the extent necessary to achieve the goals of the district's program of services. Additionally, ELL students should be provided services in comparable facilities to those in which non-ELL students receive services. |
Many districts design their ELL programs to temporarily emphasize English over other subjects. While schools with such programs may discontinue special instruction in English once ELL students become English-proficient, schools retain an obligation to provide assistance necessary to remedy academic deficits that may have occurred in other subjects while the student was focusing on learning English. OCR's "Policy Update on Schools' Obligations Toward National Origin Minority Students With Limited-English Proficiency." (1991 OCR policy memorandum) See also Castañeda v. Pickard, 648 F. 2d 989 (5th Cir., 1981). |