BPS LEP/ELL Policy
BPS LEP/ELL POLICY
Instruction Policy #2.8
SUBJECT: ENGLISH LANGUAGE LEARNERS
A primary goal of the Buffalo Public School District is to ensure that all students receive equitable access to the curriculum and to instruction that is differentiated appropriately to meet their academic needs. The District recognizes that the achievement of this goal requires the collaboration and shared responsibility of staff at all levels, including central office, building principals, teachers, and instructional support personnel. In order to ensure equity for English Language Learners (ELL), the District sets forth this policy, which aims to provide educational opportunities that will result in high academic achievement, English language proficiency, and attainment of post-secondary success.
The District will:
Identify students with limited English proficiency and place in appropriate English as a Second Language and/or bilingual education programs in accordance with New York State Regulations (CR Part 117 and CR Part 154) and Federal Requirements (NCLB Title I and Title III).
Provide access to appropriate instructional programs, across academic settings, that are grounded in an evidentiary base of scientific research in alignment with New York State Standards and that consider and/or include:
English language proficiency/literacy skillsEffective English as a New Language (ENL) methodologies
Native language proficiency/literacy skills as required
Effective bilingual instructional strategies, as appropriate
Effective academic interventions and support services
Instructional materials that are culturally responsive and that support and facilitate language development
Inclusion in District specialized programs (e.g. vocational, gifted, etc.)
Acculturation support for newly arrived students and their families
Monitor progress of English Language Learners utilizing appropriate assessment instruments, as required by New York State regulations and as outlined in the District’s Three-Year Academic Plan, including:
Yearly progress towards learning English (NYSESLAT)
Literacy developmein English
Literacy development in the native language (Bilingual Programs)
Academic progress in the content areas
Timely and appropriate transition to monolingual programs
Data collection that is timely and appropriate for program decision making
Communicate with parents/guardians and community members to promote understanding, support, and involvement by:
Disseminating information in multiple languages
Providing informational sessions regarding programs, initiatives, and academic requirements
Providing translators, whenever feasible, to facilitate face-to-face communication between families and the school
Communicating with local agencies regarding refugee/immigrant issues
Creating meaningful partnerships