1.   Purpose

      42 U.S.C.

      Sec. 2000d et seq

      Pol. 102, 103

In accordance with the Board's philosophy to provide a quality educational program to all students, the District shall provide an appropriate planned instructional program for identified students whose dominant language is not English. The purpose of the program is to increase the English language proficiency of eligible students so that they can attain the academic standards adopted by the Board and achieve academic success. Students who have Limited English Proficiency (LEP) shall be identified, assessed and provided instruction, and shall be provided an equal opportunity to achieve their maximum potential in educational programs and extracurricular activities, consistent with federal and state laws and regulations.

2.        Authority

        Title 22

        Sec. 4.26

        20 U.S.C.

        Sec. 6801 et seq

        Pol. 103, 103.1

      Pol. 100, 333


The Board shall approve a written program plan of educational services for each student whose dominant language is not English. The program plan shall include English as a Second Language (ESL) or bilingual/bicultural instruction.  The ESL/Bilingual Education program shall be based on effective research-based theory, implemented with sufficient resources and appropriately trained staff, and  evaluated periodically.

The Board may address LEP students and programs in the district’s comprehensive planning process, and shall include appropriate training for professional staff in the Professional Development Plan as necessary to provide an appropriate ESL/Bilingual Education program in compliance with law and regulations.


The Board may contract with Berks County Intermediate Unit #14 for ESL/Bilingual Education services and programs.

3.        Delegation of


The Superintendent or designee shall implement and supervise an ESL/Bilingual Education program that ensures appropriate LEP instruction in each school and complies with federal and state laws and regulations.

The Superintendent or designee, in conjunction with appropriate stakeholders, shall develop administrative regulations regarding the ESL/Bilingual Education program.

4.        Guidelines

        Title 22

        Sec. 11.11

        20 U.S.C.

        Sec. 6801 et seq

        Pol. 200

      Pol. 102


      Pol. 304

The district shall establish procedures for identifying and assessing the needs of students whose dominant language is not English. The Home Language Survey shall be completed for each student upon enrollment in the district, and shall be filed in the student’s permanent record folder through graduation.

The ESL/Bilingual Education program shall be designed to provide instruction that meets each student’s individual needs, based on the assessment of English proficiency in listening, speaking reading and writing.  Adequate content area support shall be provided while the student is learning English, to assure achievement of academic standards.

Certified employees and appropriate support staff, when necessary, shall provide the ESL/Bilingual Education program.  The district shall ensure that all teachers in the ESL/Bilingual Education program hold the appropriate certification and can demonstrate academic language proficiency both in English and in the language used for instruction in their classroom.

        20 U.S.C.

        Sec. 6812, 6826,


The ESL/Bilingual Education program shall be evaluated periodically to ensure all components are aligned and working effectively to facilitate the acquisition of the English language and achievement of academic standards, and shall be revised when necessary to ensure greater student achievement.

        Pol. 103.1, 113

      Pol. 114


Students who are English Language Learners (ELL) may be eligible for special education services when they have been identified as a student with a disability and it is determined that the disability is not solely due to lack of instruction or proficiency in the English language.

Students who are ELL may be eligible for gifted education services, when identified in accordance with law, regulations and Board policy.   The district shall ensure that assessment of a student for gifted education services screens for intervening factors, such as LEP, that may be masking gifted abilities.

      Pol. 103.1, 113,


      Title 22

      Sec. 4.51, 4.51A,


             4.51C, 4.52

      20 U.S.C.

      Sec. 6812, 6826,

             6841, 6842

     Pol. 102, 127, 217


Students participating in ESL/Bilingual Education programs who are eligible for special education services shall continue receiving ESL/Bilingual Education instruction, in accordance with their Individualized Education Program (IEP) or Gifted Individualized Education Plan (GIEP), at the appropriate proficiency and developmental level.

Students participating in ESL/Bilingual Education programs shall be required, with accommodations, to participate in assessments and meet established academic standards and graduation requirements adopted by the Board.


        20 U.S.C.

        Sec. 1703

      Pol. 115, 122, 123

Students shall have access to and be encouraged to participate in all academic and extracurricular activities available to district students.

        20 U.S.C.

      Sec. 6826

      20 U.S.C.

      Sec. 6841

Students shall exit from the ESL/Bilingual Education program in accordance with state required exit criteria.

The district shall monitor ELL who exit from the ESL/Bilingual Education program.


      20 U.S.C.

        Sec. 7012

      42 U.S.C.

      Sec. 2000d et seq

      20 U.S.C.

      Sec. 7012

      Pol. 127, 212

      20 U.S.C.

      Sec. 7012

      20 U.S.C.

      Sec. 7012

Family Engagement and Communication

Communications with parents/guardians shall be in the mode and language of communication preferred by the parents/guardians.

At the beginning of each school year, or within fourteen (14) days of enrollment during the school year, the district shall notify parents/guardians of students enrolled in ESL/Bilingual Education programs regarding the instructional program provided to their student.

Parents/Guardians shall be regularly apprised of their student’s progress, including achievement of academic standards and assessment results.

Parents/Guardians shall be notified of their right to opt the student out of supplemental ESL/Bilingual Education programs/opportunities provided through federal funding, in accordance with applicable law.

The district shall notify parents/guardians of students in ESL/Bilingual Education programs within thirty (30) days, or within fourteen (14) days of enrollment, if the district fails to meet annual measurable performance objectives, as required by law.

        20 U.S.C.

        Sec. 6812, 6826,


The district shall maintain an effective means of outreach to encourage parental involvement in the education of their children.


State Board of Education Regulations – 22 PA Code Sec. 4.26, 4.51, 4.51A,

      4.51B, 4.51C, 4.52, 11.11

Equal Education Opportunity Act, amending Educational Amendments of 1974 –

      20 U.S.C. Sec. 1703

No Child Left Behind Act – 20 U.S.C. Sec. 6801 et seq.

Title VI of the Civil Rights Act – 42 U.S.C. Sec. 2000d et seq.

Improving Academic Achievement, Title 34, Code of Federal Regulations – 34 CFR

      Part 200

Board Policy – 000, 100, 102, 103, 103.1, 105.1, 113, 114, 115, 122, 123, 127, 200, 212, 217, 304, 333

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