177. Can a school be penalized for not offering an ESL program if they have students who are in need of it.

It is my understanding --and Dr. Andre L. Guerrero may confirm my understanding when he may contact you-- that school districts must offer a modified instructional program to students who are not fluent in English to insure that (1) they master the English language and that (2) they succeed academically in all core content areas taught in English. Thus, a school district may implement modifications to its instructional program that offer the needed instructional components for non-English- or limited-English-speaking students to achieve mastery of the English language AND academic success in core content classes taught in English.

To achieve these goals --thus insuring that the instructional program provides equal educational opportunity and equal access to the curriculum to ALL students-- school districts must modify their instructional programs, and one BASIC modification is to provide an English-as-a-Second language class to ALL the students who must master the English language.

School district that fail to provide instructional modifications for teaching non- or limited-English proficient students may be out of compliance with the civil rights protections that these --and ALL-- students have. Here I think Dr. Andre L. Guerrero, Director of the Programs for Language Minority Students at the Arkansas Department of Education may have more specific things to say. I am sure Dr. Guerrero will provide additional information in response to your question.

 

 


For more in-depth information, classroom demonstrations, and "coaching" of new and/or experienced teachers, Dr. CARMEN SANCHEZ SADEK offers:

1. Cognitive - Academic Language and Vocabulary Development
2. Cross Cultural Diversity - Multicultural Strategies
3. Effective Instruction for English Learners (L.E.P. students) Parts 1, 2, 3, 4
4. Promoting Academic Success in Language Minority Students
5. Cognitive - Academic Language and Vocabulary Development
6. Oral Language / Literacy Skills / Higher Order Thinking Skills
7. 50/50 Dual Language Programs: design, planning and implementation
8. The Structure of English / The Structure of Spanish
9. Transition: Introduction to English Reading

Web Site Programs for Teachers: Numbers 1, 5, 7, 8, and 9.
Web Site Programs for
Paraprofessionals: Number 3.
Web Site Programs for
New Teachers:
Enhanced Cultural Sensitivity - The Challenge of Students Diversity
Identifying / Responding to Students' Language Needs
Phonemic Awareness: Teaching English phonics to L.E.P. students
Relationship Between Reading, Writing and Spelling
Improving Reading Performance -- Building Oral Language Skills)

Write and e-mail any additional questions you may have, and Dr. CARMEN SANCHEZ SADEK will establish with you, your school or district a Technical Assistance Service Contract. Dr. CARMEN SANCHEZ SADEK will answer all your questions promptly and to your satisfaction.

 

For information and credentials please click on the link below or contact directly:

CARMEN SANCHEZ SADEK, Ph.D.

Educational Consultant, Program Evaluator

National Board for Professional Teaching Standards, Certification (12/2006)

3113 Malcolm Avenue, Los Angeles, California 90034-3406

Phone and Fax: (310) 474-5605

E-mail:  csssadek@gte.net