Office for Civil Rights
Annual Report to Congress FY 2004

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Moving English Language Learners to English Proficiency

One of the key strategies in No Child Left Behind is to ensure that English language learners meet rigorous standards. In addition to initiating eight compliance reviews on ELL issues in FY 2004, the OCR enforcement offices continued to work with districts to help them develop evaluation plans to ensure that language acquisition programs are research-based and that ELL students are meeting performance standards.

“[The school district] appreciates OCR’s continued technical assistance in developing and implementing a system of support and oversight of plans and procedures to ensure that [limited English proficient students] have equal and meaningful access to district educational opportunities.”

Statement of school superintendent contained
in the district’s Dec. 13, 2003, monitoring report

OCR also completed monitoring several resolution agreements, including a school district that was the subject of a compliance review. The district made improvements in providing access for ELL students to subjects other than English, especially at the upper content levels. The district also improved counseling and services for ELL students with disabilities and achieved better communication with parents.

In FY 2004, OCR also resolved a complaint alleging that a school district did not meaningfully communicate school-related information to parents of national origin minority students with limited English proficiency in a language they could understand, as required by Title VI. The district agreed to develop a plan for communicating with LEP parents, establish methods for notifying LEP parents of school-related activities, translate school documents into languages spoken by LEP parents, and recruit and hire interpreters to serve LEP parents.


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Last Modified: 11/01/2007