Office of Civil Rights Guidelines

The Office of Civil Rights establishes that school districts must provide sound instructional programs based on educational theories that are recognized by experts in the field. Explanation of how the program meets the needs of students must be provided.

The law requires that programs and practices be calculated to implement effectively the educational theory adopted by the school. The federal law specifies that teachers have primary responsibility for instruction, and that aides may provide instruction under a teachers' guidance.

It is the responsibility of the regular classroom teacher to incorporate ESL strategies into regular classroom instruction. See suggested modifications for the LEP student.

The LEP student who cannot fully comprehend the English language should not be assigned failing grades in the content area subjects.

In assigning grades for courses, teachers should place more weight on the end-of-semester or end-of-school-year evaluations.

Efforts should be made to assess the student's progress in the content areas, not his/her English language ability.

Grades for LEP students in modified mainstream classes may be designated as LEP.

OCR Guidelines for Classroom Teachers

*Use whole language as well as a variety of strategies to promote reading and writing.

*Use strategies that will develop vocabulary by reading frequently to students. Reread the same material for increased comprehension.

*Encourage peer tutoring and group working. Choose thematic lessons that are activity oriented, and hands-on projects built around themes.

*Use a variety of cooperative learning techniques.

*Observe progress in class participation and social interaction.

*Never force a student to speak. Remember that LEP students can understand before they can speak.

*Acknowledge the richness of cultural diversity and incorporate it into your classroom.

*ESL strategies should be incorporated for delivering instruction in all content areas in the regular classroom. While learning English, LEP students should be learning content based on what they can comprehend.

*The use of primary language to develop vocabulary, pragmatics, and the mechanics of language can be powerful in raising academic achievement.

*When primary language is developed fully the learning of English as a second language may be expected to increase capabilities.

*English as a second language strategies are different from those used for native English speakers.