Rev 2011
Table of Contents
XXIII.
BILINGUAL PROGRAM .............................................................................................. 2
A. Purpose .......................................................................................................................... 2
B.
Definition of Limited English Proficient Student .............................................................. 3
PARENT LANGUAGE QUESTIONNAIRE ................................................................................................... 4
LANGUAGE OBSERVATION CHECKLIST ................................................................................................... 6
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XXIII.
BILINGUAL PROGRAM
A. Purpose
1. Supplemental Programs
Identification of students who may have limited English proficiency in the English
language enables the school to provide appropriate learning programs for the student.
Students may receive academic and language development support and enrichment.
Academic Support and Enrichment:
a.
Instructional Aides
b.
Tutoring
2. Identification
Upon enrolling their student in Kindergarten, or enrolling new students in the school,
parents are asked to complete a Parent Language Questionnaire. This is referred to as
the pre-screening process and is the first step in identifying whether the student speaks
only English or if there is another language spoken in the home.
Information provided from the questionnaire determines whether the child will receive
follow-up observations by the classroom teacher, or be assessed for limited English
proficiency. Forms provided to each enrolling family and the student’s teacher:
a. The Parent Language Questionnaire should be filled out by all newly enrolled
families. If the answer to question 1 or 2 in Part I or or the answers to questions in
Part II or III of the Parent Language Questionnaire indicate that a language other
than English is either spoken in the home, spoken to the student, or spoken by the
student, the student should be assessed for English language proficiency.
b. The Language Observation Checklist Form A may be used to gather additional
information about a student’s language. If the PLQ indicates that a language other
than English has had an impact on the student’s English language proficiency, the
student’s teacher may complete the observation checklist. If the checklist indicates
five or more “No” answers in Part A or that a student is not fluent in reading,
writing, or oral language based on the teacher’s knowledge, then the student should
be referred for a formal assessment.
c. If the Parent Language Questionnaire and/or the Language Observation Checklist A
indicate that a language other than English is spoken, the student will be given the
W-APT. This assessment has been approved by the State of Alaska Department of
Education and Early Development for use beginning in the 2011-12 school year to
determine whether a potential LEP student is in fact limited English proficient. The
W-APT measures language proficiency in speaking, listening, reading, and writing.
3. Implementation
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Training on both the identification tools and the annual assessment tool will be provided
to site staff. Students who are identified as LEP will have an Individualized Learning Plan
written to address their individual language needs, and may receive accommodations
for classroom work and state assessments. School teams are responsible for developing
plans to address the needs of their LEP students.
4. Forms
Needed forms follow this page and are available on the district’s website.
5. Budgets
Site funding allocations will be provided at the beginning of the school year.
6. Evaluation
After the initial assessment to determine eligibility the students will be evaluated
annually using the State approved exam. The annual assessment shall determine
whether the student will be exited or continue eligibility for the next school year.
B. Definition of Limited English Proficient Student
The term “limited English proficient”, when used with respect to an individual, means an
individual –
A) who is aged 3 through 21;
B) who is enrolled or preparing to enroll in an elementary school or secondary school;
C) who falls into one or more of the following categories of individuals:
(i) an individual not born in the United states or whose native language is a language other
than English;
(ii) an American Indian, Alaska Native, or a native resident of the outlying areas (Virgin
Islands, Guam, American Samoa, or Northern Mariana Islands) who comes from an
environment where a language other than English has had a significant impact on the
individuals level of English language proficiency; and
D) whose difficulties in speaking, reading, writing, or understanding the English language may
be sufficient to deny the individual the
(i) ability to obtain a proficiency level of proficient or advanced, as described in 4 AAC
06.739, on the state assessments in reading and writing;
(ii) ability to successfully achieve in classrooms where the language of instruction is English;
or (iii) the opportunity to participate fully in society.
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PARENT LANGUAGE QUESTIONNAIRE
(Home Language Survey)
YUKON-KOYUKUK SCHOOL DISTRICT
This form is required by State and Federal law.
Identification of students who may have limited proficiency in the English language enables the school to provide appropriate
learning programs for the student. Please complete this form and return it to the school office as soon as possible. If you have
questions or need help with the form, please contact: _________
Student Name: ____________________________________ Alaska Student ID #:______________________
(Last Name, First Name)
Place of Birth: _____________________________________ Date of Birth: ______/______/______
Month
Day
Year
School: __________________________________________________________ Grade: ____ Sex:
Female
1.
PART I: STUDENT LANGUAGE BACKGROUND
What is the first language learned by the student?
 English
2.
What language(s) does the student currently use in the home?
 English
3.
4.
Is this student participating in a student exchange program?
How long has the student attended school in the U.S.A.?
 Yes
 3 or more full school
years
Male
 Other
___________________
Specify
 Other
____________________
Specify
 No
 Less than 3 full school
years
PART II: FAMILY LANGUAGE BACKGROUND (Please complete all columns)
Father/Guardian
Mother/Guardian
1.
2.
3.
4.
Other Significant Adult*
Relationship:
Home community and State
First language learned
Language(s) spoken to the
student
Language(s) spoken in the
adult’s home
*Other significant adult could be a grandparent, aunt, uncle, daycare provider, etc. who has contributed to the
student’s language development.
PART III: PARENT VERIFICATION OF LANGUAGE USE (Please check appropriate box)
Only the other
language,
no English
Mostly the other
language,
some English
The other language
& English equally
Mostly English,
some of the
other language
Only English
A. When the student
speaks with family,
he/she speaks:
B. When the student
speaks with friends,
he/she speaks:
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Parent/Guardian Signature:
Telephone Number:
Printed Name:
Date:
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LANGUAGE OBSERVATION CHECKLIST
PART A
This form must be completed by English speaking teacher(s) in collaboration with
program staff familiar with the student.
Student Name:
Alaska Student ID #
(Last Name, First Name)
School:
Grade:
Language:
(home language other than English)
Compared to Standard English-speaking students of the same age, does the student consistently
exhibit any of the following characteristics when listening, speaking, reading or writing?
CHARACTERISTICS
Oral
Yes
a.
b.
c.
d.
e.
f.
g.
No
Written
Yes
No
Uses pronouns, genders correctly.
Uses tenses correctly.
Uses singular & plural forms correctly.
Uses prepositions correctly.
Understands teacher directions.
Uses appropriate sentence structure.
Uses developmentally appropriate vocabulary.
READING – PLEASE CHECK ONE:
COMMENTS:
______________________________________________________
Non-Reader (not reading)
Developing Reader (reading below grade level)
Fluent (at or above grade level)
WRITING – PLEASE CHECK ONE:
Non-Writer (not writing)
______________________________________________________
______________________________________________________
COMMENTS:
______________________________________________________
Developing writer (writing below grade level)
Fluent (at or above grade level)
ORAL – PLEASE CHECK ONE:
______________________________________________________
______________________________________________________
COMMENTS:
Non-Speaker (non-English speaker)
_____________________________________________________
Developing speaker (speaks below grade level)
______________________________________________________
Fluent (at or above grade level)
______________________________________________________
Date (Month/Day/Year)
Printed Name
PROCEDURES MANUAL – BILINGUAL PROGRAM
Signature
Position
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