LEP
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Effective Practices
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he following are examples of effective practices on topics such as prevention of dropouts, literacy, collaboration with parents, evaluating the quality of data, recruiting learners, etc. It is suggested that this information be used in conjunction with a professional development presentation or as an idea for future research.
§ Recruitment and Retention Practices
§ Assessment Practices
§ Coordination and Collaboration Practices
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LEP
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Recruitment and Retention Practices
Hispanic Dropout Prevention Program
The Hispanic Learner Dropout Prevention Program provides Hispanic learners with the opportunity to attend in-school, summer school, evening classes, and remediation programs. These programs have created incentives for the learners to become more interested in school. In addition, through HSDPP services, learners have improved their attendance, enhanced their English writing and reading skills, improved their academic performance, improved their career choices and remained in school until graduation.
HSDPP provided an array of services, most notably the instruction of English as a Second Language (ESL) to enhance learners’ English proficiency. Supporting family English literacy was one of the program’s major emphases. Parents were regularly invited to attend the program’s social or conferencing activities. Programs provided transportation or any accommodations to ensure the attendance of parents at these meetings or activities. Other services, which were offered to enhance academic and personal achievement of learners, included personal or group, academic and career counseling; tutoring; mentoring; work-based learning opportunities; parenting skills; childcare opportunities; and other opportunities to participate in community service projects.
Source:
Illinois State Board of Education. (2001). Tips for instructors and administrators. Springfield: Author.
Advancement Via Individual Determination (AVID)
Advancement Via Individual Determination (AVID), funded by the state of California, provides a rigorous college preparatory program for disadvantaged secondary learners and matches them with college learners who act as mentors and tutors. AVID provides intensive learner support study skills, college learner mentor-tutors, test preparation, college information, family involvement, and motivational activities. For more information contact Freda Statom, Communications Manager, AVID Center, 619/682-5050, ext. 103; fax: 619/682-5060; e-mail: ; website: www.avidcenter.org.
Source:
Advancement Via Individual Determination. Retrieved December 10, 2000, from http://www.avidcenter.org/
LEP
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Assessment Practices
Texas Successful School Study
As part of the continuous assessment, instructors in the successful schools relied on instructor-made informal inventories, portfolios, benchmark testing and end-of-unit tests. This language and academic assessment was done to monitor the learners’ success in acquiring literacy in both languages. Literacy provides the instructor with evidence that a learner has acquired essential primary language or English skills to use the language for learning. Until such time that this language development takes place, an LEP learner may only be able to use the English or the primary language for basic communication. When instructors receive new information from the ongoing assessment, instructional focus and placement of LEP learners should be modified accordingly. This essential and appropriate modification ensures that the methodology is being introduced and aligned with the learner’s acquisition of linguistic and cognitive skills (p. 11).
Source:
Texas Education Agency, Office for the Education of Special Populations. (January 2001). Educator user guide for administrators and educational personnel. A supplement to the Texas successful school study: Quality education for limited English proficient students. Austin, TX: Author.
ISBE/Workforce and Community Partnership Center’s Recommendations for Data Collection
Improved quality and comprehensiveness of data is essential to monitoring the progress of LEP learners. ISBE recommends establishing data collection and reporting mechanisms that, among other things, allow for the following:
· Disaggregating LEP data by language, ethnic groups, gender, and type of program/initiative (e.g., orientation vs. training-level courses, Tech Prep, and Partnership Academies).
· Specifying the support services LEP learners receive as a result of being identified as such (e.g., native language tutoring or instruction, and ESL assistance).
· Monitoring LEP learners’ progress in CTE classes and the progress of those who have exited from bilingual programs.
Source:
Illinois State Advisory Council for Bilingual Education. (1994, December 14). Recommendations to the Illinois state bilingual advisory council for bilingual education on improving access to high quality vocational education services for limited English proficient learners (LEP). Unpublished report.
LEP
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Coordination and Collaboration
Hispanic Dropout Project Involves Parents
The Hispanic Dropout Project found that exemplary sites relied on imaginative strategies to draw Hispanic parents and families into school life. For example, rather than expecting Hispanic families to conform to the conventional schedule of evening PTA meetings, these schools offered parent potlucks at the dinner hour or immediately after school to accommodate parents who worked two jobs or the night shift. Some exemplary sites maintained a parent room within the school where parents felt welcome to drop in during the day and visit their child’s class. At such sites, staff succeeded in making school an extension of Hispanic families’ daily lives and contributed to overall positive relations between home and school.
Source:
DiCerbo, P. & Garcia, G. (2000, July). Transforming education for Hispanic youth: Recommendations for teachers and program staff. Issue & Brief, 2. Washington, DC: National Clearinghouse for Bilingual Education.
According to Latino parents, the following list of suggestions can help schools assist their children in achieving academic success:
· Improve relationships between the instructor and their child.
· Provide more academic skill development and tutoring.
· Provide more personal counseling.
· Improve communication between parents and the school.
· Provide clear discipline.
· Provide more educational resources such as computers.
· Provide more varied elective courses.
· Increase communication between the instructor and parent about homework assignment.
· Decrease class size.
· Provide more opportunities for after-school activities (p. 13).
Source:
Pedersen, P. & Carey, J. (Eds.). (1986). Multicultural counseling in schools: A practical handbook. Boston: Allyn and Bacon.
Illinois Center for Specialized Professional Support (ICSPS)/Special Populations Project 6