OCR Self-Assessment Guide - Student Identification

This KnowledgeBase archive includes content and external links that were accurate and relevant as of September 30, 2019.

(ESL, Bilingual, Structured Immersion)

Instructions for Completing the Assessment Guide

This Assessment Guide is to assist school systems to voluntarily comply with Title VI of the Civil Rights Act of 1964 regarding equal educational opportunities for national origin minority students who are limited-English proficient. Responses to questions also may be used by the Office for Civil Rights in conducting compliance reviews on this issue. The guide is part of a Region VII OCR pilot program to encourage partnership approaches to civil rights compliance. School systems are not required to provide data to OCR in this format.

This guide is designed to provide the district with a comprehensive overview of its practices and procedures. Please circle the answer under each statement that best responds to the statement, indicating in the comments if a statement does not apply. Other comments may also be provided to explain an answer. The Office for Civil Rights anticipates that the guide will be completed by a team of individuals who are most knowledgeable of the district's policies and procedures.

(Limited-English proficient (LEP students are students who speak or were influenced by a language other than English, and who are unable to participate meaningfully in the regular educational program because of their inability to speak and understand English. The first step most districts follow in determining which students are LEP is to determine which students have a primary or home language other than English (PHLOTE). PHLOTE students may or may not be LEP.

IDENTIFICATION:

1. Are the district's procedures effective in identifying all students who have a primary or home language other than English?

Comments:

2. Have staff members who administer the district's identification procedures received special training on these procedures?

Comments:

3. Are district staff members knowledgeable of the procedures for identifying students who have a primary or home language other than English?

Comments:

4. Do the district's procedures for initially identifying students who have a primary or home language other than English determine:

A. Whether the student speaks a language other than English?

Comments:

B. Whether the student understands a language other than English?

Comments:

C. Whether the student's language skills have been influenced by a language other than English spoken by someone else, such as a grandparent, babysitter or other adult?

Comments:

5. Do staff members who work directly with parents and students in the identification of students who have a primary or home language other than English speak and understand the appropriate language(s)?

Comments:

6. Is documentation regarding each student's primary or home language maintained in student's files?

Comments:

ASSESSMENT:

1. Does the district assess the English language proficiency of all students identified as having a primary or home language other than English?

Comments:

2. Are students who have a primary or home language other than English assessed for: Oral language proficiency?

Comments:

3.  Reading proficiency in English?

Comments:

4. Writing proficiency in English?

Comments:

5. Comprehension in English?

Comments:

6. If the district conducts proficiency assessments for students who have a primary or home language other than English, are these assessments:

A. formal assessments (e.g., tests)?

Comments:

B. informal assessments (e.g., teacher interviews, observations)?

Comments:

3. If the district uses formal assessment instruments, are the instruments validated for the purpose for which the district is using them?

Comments:

4. If the district uses informal assessment procedures, has the district developed procedures to determine their effectiveness?

Comments:

5. Has the district trained the staff who administer, evaluate and interpret the results of the assessment methods used?

Comments:

6. Has the district determined a specific level of English-language proficiency at which students are considered limited-English proficient and eligible for alternative language services?
 

Comments:

For the complete document click on,OCR Self Assessment Guide.

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