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DOCUMENT RESUME
ED 284 888 TM 870 433
AUTHOR Mos ley, Paula; IIlde, JeffreyTITLE Bilingual Program Survey Report, 1985-86. Publication
No. 494.INSTITUTION Los Angeles Unified School District, Calif. Research
and Evaluation Branch.PUB DATE 86NOTE 1S4p.PUB TYPE Reports - Evaluative/Feasibility 142)
Tests Evaluation Instruments (160)
EDRS PRICE MF01/1C07 Plus Postage.DESCRIPTORS *Bilingual Education Programs; Bilingual Students;
Bilingual Teachers; Elementary Secondary Education;*English (Second Language); Enrollment Trends;Individualized Education Programs; LanguageProficiency; *Limited English Speaking; ParticipantCharacteristics; *Program Implementation;Questionnaires; School Surveys; Second LanguageInstruction; Special Education; *StudentCharacteristics
ENTIFIERS Basic Inventory of Natural Language; *BilingualProgram Surveys; Home Language Survey; *Los AngelesUnified School District CA
ABSTRACTThis repo t describes the administrators, teachrrs,
and students involved in the Los Angeles (California) Unified SchoolDistrict's programs for students whose primary language is notEnglish. The students were in elementary, secondary, and specialeducation programs. Survey results are summarized at the beginning ofthe paper, followed by a more in-depth descriptien of the survey, andfour appendices which make up about three-quarters of the document.The appendices describe the procedures used to identify and assessthe limited English Proficient students; present the tables of datacollected in the survey; present the instruments used to collect thedata and assess English proficiency; and describe theinstruments--the Home Language Survey, the Basic Inventory of NaturalLanguage, and the Bilingual Program Surveys. Conclusions indicatedthat although the number of limited English speaking studentsincreased from 1982-83 to 1985-86, most categories of school staffdid not increase at the same rate. (JGL)
* * **** ************* ********* ******* **
Reproductions supplied by EDRS are the best thafrom the original document
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Pub c
U.S. DEPARTMENT OF EDUCATIONEduessonai Resesich and doom...mem
UCATIONAL RESOURCES INFORMATIONCiINTER (ERIC)
It This documan; has basn racnoclueed asroomed from Ihe pinion or organizationonginahng iLMinor thrives Num been mad, to uner eivitreproduction giddily
Poway of slew or opinions staled in misdoeu.mom do not necessarily represent olficialGERI goadlon or poltcy.
"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY
TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."
-
LOS ANGELES UNIFIED SCHOOL DISTRICT
B LINGUAL PROGRAM SURVEY REPORT
1985 86
Publication No. 494
Resear4J1 and Evaluation Branch
Los Angeles Unified School Uistr ct
Fall 1 86
LOS ANGELES UNIFIED SCHOOL DISTRICT
HARRY HMV'Superintend,:
This Report Was Prepared by
Paula MoseleyJeffrey W'lde
Assisted byMiyeko Heishi
APPROVED:
FLORALINE I. STEVENSDirectorResearch and Evaluation Branch
A: OF CONTENTS
List of Tables . . . . . . . . ... . 4 *444
LiSt of Instr. . 4 0444 a a
Summary . . 6 4 4 4 * 40 4 4 4 0 4 4 4 0 4 4
Chapter
1 Introduc: 440
2 Elementa, da y and 4pecial Educat onBilingual din f if it
3 Findings and Discussion . 4 4* 044 44 4 4 4 4 0
4 Conclusions . . . . . . . . 0 0 a 4R 0
Appendix
A Indentifica ion and Assessment. . . . . . . . ......D Tables. . 444444444 4444444444 . 4 ....
C Instruments . 444404404 P404 . 4 ..... 4 . +04
D DescriJtion of Instrumnts. . . . 4444044444044
vi
Vii
4
13
23
25
29
76
17
ST OF TAB ES
Appendix
Table
B-1 BINL Tests Processed July 1, 1985 to June 30, 1986 30
0-2 Primary Language of LEP Students . . . . . 31
8-3 Primary Language of FEP Students ...... . . . 33
9-4 Elementary Bilingual Classrooms by Language and by Grade . 36
8-5 Elementary LEP Pupils Participating inBilingual Classroom Programs (not 1LPs)by Grade and Administrative Region .
jor Primary Languages orEleffientary LEP Pupilsin Bilingual Classroom Programs (not 1LPs) byAdministrative Region . . . . . * * . 38
7 Number of Elementary Classroom Teachers Assignedto Bilingual Programs by Language, Credential/WaiverStatus, and District Fluency . . . . . . . . . 39
8-8 Elementary Bilingual Classroom Teachers by BilingualCertification and by Language . . . . . . . . . 41
8-9 Elementary Bilingual Classroom Teachers with Spanishor Cantonese Waivers . . . . . . . . 42
B-10 Nonwaivered Elementary Bilingual Classroom Teachersby Reason . . . . . . . 43
B-11 Primary Languages of Elementary Pupils in ILPs . 44
B-12 Number of Elementary LEP Pupils Participating in 1LPsby Grade and by Administrative Region 47
B-13 LEP Elementary Pupils Participating in English ReadingPrograms by Major Languages and by Grade 42
9-14 Elementary Pupils Reclassified from LEP to FEP by Languageand by Grade . . . . . ... . . . . . . 49
8-15 Nonbilingual Elementary Classroom Personnel Assigned toto Schools by Language, by Position, and by Fluency . . 50
B-16 Elementary Bilingual Paraprofessionals by Language . . 52
8-17 Number of Secondary LEP Students by Grade and byAdministrative Region 54
iv
LIST OF TABLES
Table
6-18 Major Languages of Secondary LEP Students by Gr?de . . . 55
6-19 Ident fied Secondary LEP Students by Language and byRegon .00 9.0. . 9 . 56
6-20 Identified LEP Students in Secondary Bilingual Programs . 60
B-21 Number of ESL Levels for LEP Students . 61
B-22 Major Languages of LEP Studwits by ESL Level . **
6-23 Certificated Secondary Bilingual Teaching Personnel byLanguage and Fluency Level
62
63
8-24 Secondary Bilingual Paraprofessionals by Language . 64
6-25 Certificated Secondary Nonteaching Bilingual Personnel byLanguage and Fluency Level . . . . . .. . 66
8-26 Percentage of Secondary LEP Students Reclassified as FEP 67
6-27 Primary Languages of Special Education LEP Studentsby Region/Division . . . . . 68
B-28 Number of Special Education LEi' Students by Type ofIEP, Exceptionality, and School Type . . . . . .. . 70
8-29 Number of Special Education FEP Students by Languageand School . . . . . . . . . . ... . . . . 71
B-30 Number of Teachers Assigned to the Special EducationBilingual Program by Lahguage and Credential orFlLency 6. . 72
B-31 Number of Bilingual Paraprofessionals Serving SpecialEducation LEP Students by Language, School Type,and Classification . . . . . . . . .. . .. . . . 73
8-32 Number of Special Education Students Meeting Criteriafor Adding Formal English Reading by Language andSchool Level . . . . . . . . . . . . 74
8-33 Number of Special Education Students Reclassified FromLEP to FEP by Language and School Level . . . . . 75
LIST OF INSTRUMENTS
Appendix C
Home Language Survey . . 460460 406064 . I I . 77
Elementary Bilingual Program SurveyForm 20, Spring 1986 . . . . ... . . . 78
Special Education Bilingual Program Survey K-12Form 21, Spring 1986 . . .... . . . . . 80
Secondary Bilingual Program SurveyForm 23, Spring 1986 . . . . e006 6 664 660 . 82
Secondary Bilingual Program SurveyForm 23-Options, Spring 1986 . 6 6 66 4 4 4 6 666 6 96
Principal's Verification Form 24, Spring 1 86 . . 0.6 6 .. 110
Elementary Principal's Summary Form 25, Spring 1986 . 6.0 6 0 111
Special Education School Summary Form 26, Spring 1986 .006. 114
Suninary of the Bilingual Program Survey Report
1985-86
How many Lim ed-English Pro ( EP) students a_ end LAUSD schools?
The chart below describes the number of LEP students enrolled in the 1985-86school year.
Elementary 106,714Seconda-y 34,465Special Ed. 4,030
Total 145,209
How many LAUSD students are from non-Engl sh language backgrounds?
The following graph presents the 1985-86 District breakdown of LEP, Fluent-English Proficient (FEP), and English-only (EO) students.
LEP 145,209 (25%)FEP 139,715 (24%)EO 293,839 (:1%)
Total District Enrollment 578,763
vii 9
Has the LEP student body grown in the past six years?
The chart below illustrates the steady growth of LEP student enrollment dur-ing the 1980s -- an average increase of 6.2% per year.
Numberof LEPStudents
150,000
140,000
130,000
120,000
110,000
100,000
What major languages are spoken in the school district?
In 1985-86, the district recorded 78 languages spokenstudents. The most widely spoken languages are listed
Primary Languag_es of LEP Students
by the 145,209 LEPbelow.
LanguageNo. of Students
Speaking the LanguagePercentage of all
LEP students
Spanish 130,272 90%Korean 2,897 2%Cantonese 2,238 2%Vietnamese 1,873 1%Filipino 1,283 1%Armenian 927 .5%Farsi 926 .5%All others 4,793 3%
Total 145,209 100%
viii
10
In which programs do most LAUS0 students participate?
ElementAry_pilingual Program
106,714 elementary school LEP pupils participated in the 1985-86 bilingualprogram. Pupils were enrolled in either full bilingual classroom programsor in Individual Learning Programs (ILPs).
106,714 LEPs
13%
10%
77%
Participated in ILPs at parent's requ
Participated in ILPs because there wetoo few LEPs in the school to support abilingual classroom program
Participated in bilingual classroom programs
Secondary Bilingual Program
34,465 secondary school LEP students-participated in the 1985-86 bilingualprogram.
34,465 LEPs
20%
2%
77%
Completed English as a Second Language (ESL)and are awaiting reclassification from LEP to FEP
Participated in ILPsParticipated in bilingual classroomprograms
Participated in ESL programs
ix
4,030 bilin ual special education students participated in the 1985-86program.
4,030 Special Education LEPs
98%
2%
- Participated in modified bil ngual Individual Education Programs1EPs)
Participated in full 1EPs
Who teaches LEP students
Of the 9,494 classroom teachers instructing LEP pupilsin elementary bilingual classroom programs and 1LPs,
1,570 (17%) had bilingual credentials491 ( 5%) had District A level fluency305 3% had District B level fluency612 6% had District C level fluency
Of the 9,494 classrooms listed above, 5,791 contained fullbilingual classroom programs. Of the 5,791 teachersinstructing LEP pupils in bilingual classroom programs,
1,503 (26%) had bilingual credentials450 ( 8%) had District A level fluency251 ( 4%) had District B level fluency487 ( 8%) had District C level fluency
Elementary LEP pupils were assissted by
6,117 bilingual crosscultural teacher aides1,399 bilingual adult volunteers
12XX
Secondary eil_ingual Prograw
Of the secondary teachers serving LEP students,
291 had bilingual credentials347 had District A level fluency60 had District 8 level fluency45 had District C level fluency
Of the 1,844 class periods of ESL offered to secondary LEP students,
461 (25%) were taught by teachers with fluencyin their students' languages
1,177 (64%) were taught by teachers with ESL backgrounds
Secondary LEP students were assisted by
919 bilingual aides and teacher assistants144 bilingual adult volunteers
Special Education Bilingual Provam
Of the teachers serving bilingual special education students,
21 had bilingual credentials22 had A, B or C level fluency
Bil n ual special education students were assisted by:
299 elementary trainees and assistants50 secondary trainees and assistants114 trainees and assistants in special education schools79 adult volunteers in special education schools
CHAPTER
Introduction
This 1985-86 Bilingual Su vey Report describes the administra orr teach-
ers, and students involved in the Los Angeles Unified School District's prog ams
for students whose Primary language Is not English. Data for this report we
collected during the spring semester. The report findings are a summary of the
information provided by the schools.
Bilingual Education Goals
The Lau Plan and Assembly Bill 507 established guidelines for the Dis-
tricts bilingual education program. These documents outline steps designed to
meet the following goals:
Identify national origin m nority students fromnon-English language backgrounds
Assess their language fluency and educationalneeds
Provide an educational program which teaches themEnglish as effectively and efficiently as pos-sible and which meets their educational needs
Help staff (certificated and classified) servingstudents from non-English language backgroundsbecome as effctive as possible.
Evaluation Plan
The chief objective of the District's evaluation plan is to describe
the bilingual program's implementation in 1985-86. The evaluation involves
summarizing the outcomes of the identification and assessment of bilingual
students and conducting the Bilingual Program Survey which gathers data about
the District's bilingual program and its participants.
The identificati n and assessment process Identifies students with lan-
guage bacKgrounds other than English and assesses the r English oral lunguage
Proficiency. (See Appendix A for full description I process.)
The Bil ngual Program Survey focuses on the Dist ct's classrooms. It
gathers descriptive information covering these aspects of the bilingual program:
Classroom programs established in 1985-86
Bilingual classrooms
English as a Second Language (ESL)programs
Individual Learning Programs ( LPs)
Student enrollment in these programs
Teacher fluency
Primary language instructional supportavailable to program participants.
Methodology
Appendix A contains a complete description of identification procedures for
LEP and FEP students. The school completes all these procedures with the
exception of scoring BINL tests which are processed by Research and Evaluation
Branch, and scored by CHECpoint Systems. The schools are mailed individual
labels identifying each student s fluency. This is part of the information used
to determine student placement status.
The majority of the data used in this report were collected during the 1986
Spring Bilingual Program Survey. Appendix C conta ns the instruments used to
collect the survey data. For the survey, schools report the configuration of
their classes which contain bilingual students, the services offered these
students, and the type of support provided.
2
The remainder of this report is organized into the following chapters:
Elementary, Secondary, and Special Education Bili-gual ProgramsFindings and DiscussionConclusions
The appendixes include:
a Identification and assessment descriptionsData tablesData collection instrumentsInstrument descriptions
El ernentary,
CHAPTER 2
-ondary, and Special Education B lingual Programs
Goals
The major goal of Lau and AB 507 69mentary Programs is to provide
all LEP pupils with a curriculum designed to help them learn English while
meeting their educational needs,
lhe major goal of Lau and AB 507 Secondary Programs is also to provide
all LEP students with a program designed to meet their educational needs.
Both English as a second language (ESL) programs and bilingual/bicultural
programs are offered for secondary students in LAUSD.
Elementary and secondary LEP students are to be placed in racially
integrated classrooms that are the same size as other classes in the same
subject. Bulletin Nos. 41 and 42, issued by the Office of the Assoc ate
Superintendent Instruction, December 30, 1982, outline the procedures for
achieving these goals.
Special Education programs for Lau students have three primary goals.
The first goal is to identify students who are handicapped and from non-English
language backgrounds. The second goal is to assess the educational needs of
these handicapped students through diagnostic-prescriptive procedures mandated
by PL 94-142. The third goal is to provide an educational program that will
meet the needs of handicapped LEP students while teaching them English as
effectively and efficiently as possible. The procedures for achieving these
goals are outlined in Bulle in ND. 45, issued by the Division of Special
Education, January 4, 1985.
Description 9f Elemen:ary Pro9rams
Two basic programs are provided in elementary schools. The first is
the bilingual classroom program and the second is the Individual Learning
Program (ILP).
1 74
Bilingual ClassroemYrograM
The bilingual classroom program is offrod by schools having 10 or
LEP pupils speaking the same pr mary language and from the same grademo.
or age level. The classroom program offers:
Structured En ish-language developmen
Oral English- Reading and writing in English are added
once criteria have been met
Structured primary-language development
Oral language- Reading and writing
Content courses (math, science, social studiotaught in the primary language and/orsheltered English.
Structured primary-language development and content-course instruction
the primary language are included in the bilingual program to help pupils
sustain achievement in basic subject areas while they learn English.
Individual Learning Program
Individual Learning Programs (ILPs) are offered by elementary schools
having nine or fewer LEP pupils speaking the same primary 1,nguage and from
the same grade or age level. ILPs are tailored to meet the needs of the
individual pupil. They can be implemented within any classroom, including
same-primary-language bilingual classrooms. ILPs offer;
English-as-a-Second Language (ESL)
Formal English reading and writing areadded once criteria have been met
Supplementary instructional services inthe primary language provided by
Bilingual par3orofessionalsBilingual certificated stafPeer tutors and
Bilingual volunteers.
ILPs differ from bilingual classroom programs chiefly in not provid ng
LEP pupils with structured primary language development.
ILPs can also be established when parents or guardians of LEP pupils
est them. Parents can request that their child be placed in an ILP at
enrollment or after withdrawing the child from a bilingual classroom program.
Program Steps
Entering the program. To enter the bilingual program, an elementary
school pupil must have a home language other than English and a fluency
designation of LEP. Pupils in grades K - 6 are designated LEP if they score
non- or limited-English-proficient on the English Basic Inventory of Natural
Language (BINL). Pupils in grades 3 - 6 who score functional-or proficient-
English-speaking on the BINL but fail a subsequent test of English reading and
writing skills (SES Specimen Test) are also designated LEP.
Completing the program. There are two benchmarks for measuring progress
made by LEP pupils toward completing the bilingual program and entering an
English-only program. Pupils reach the first when they meet criteria ft.- adding
formal English reading to their curriculum. Formal En lish reading is added to
a LEP student's program according to the following guidelines:
A student whose primary language uses a Roman alphabet adds Englishreading after completing Levels I and II of 11-200+ aq measured by a 80%score on the Moreno test, and completing decoding and comprehensionskills in primary language reading at the second grade level.
A student whose primary language uses a non-Roman alphabet and who isnot literate in that language adds formal English reading when theteacher judges the student competent in English reading readiness.
A student whose primary language uses a non-Roman alphabet and isliterate in that language adds English Reading after completing Level I
skills of 11-200+ as measured by a 80% score on the Moreno Test andcompleting English reading readiness skillS.
19
Pupils reach the second benchm- k when they enter the relass1f1c3tion
process. Reclassificat n from LEP to FEP is a fourstep process. It involves
a) receiving a teacher recommendation, (b ) meeting District achievement
criteria for English reading and writing and math, (c) receiving a functional or
proficient-English-speaking designation on the reclassification BINL, and (d)
consulting with parents.
q_erttfi_cated_BMPPal_Program_Stkff
The Lau_Plan and AB 507 specify three types of certificated staff who
may conduct bilingual classroom programs. Certificated personnel teaching
bilingual c assroom programs must meet one of these sets of staffing
requirements:
Have a bilingual credential or certificate ofcompetence (BCC). This means that the statehas certified (a) their fluency in Englishand another language and (b) their abilityto instruct pupils in both languages.
Have a waiver. Teachers on waiver have agreed toenroll in courses leading to a BCC. Waiveredteacners must have bilingual/bicultural aidesassi:ting them with their LEP pupils.
Be team teaching with a teacher who has a BCC.
Certificated staff serving just those LEP pupils enrolled in ILPs
are not required to provide their pupils with primary language development,
and therefore do not need to meet these requirements.
Description of Secondary Programs
Four basic programs are provided in secondary schools. They are: the
bilingual program, the ESL program, individual learning programs (ILPs),
and the remediation program.
20
Bilingual Prwom.
The bilingual program is designed fur Spdn1shspedking LEP students
unable to read Spanish. The program offers:
Structured English language developmentprogram (ESL component)
Communication skills in Span h
- Oral language- Reading and writing
Content courses (math, science, andsocial studies) taught in Spanish.
Spani h communication skills are in lud d in the bi ingual program to
help students develop the literacy they need In order to learn English.
Content courses are taught in Spanish so that students do not fall behind as
they leern English. A full bilingual program is offered by schools having
30 or more Spanish-speaking LEP students who are not proficient in Spanish.
ESL Prolrom
The ESL program is designed for LEP students profi--ent in their own
languages. The program offers:
Structured English language developmentprogram (ESL component)
Instruction in English reading
Content courses with primdry languagesupport as needed
The ESL program is divided into four levels, each providing instruction
in English listening, speaking, reading, and writing. A full ESL program
is offered by schools having 40 or more LEP students of any language and ESL
level. Full ESL programs are also offered by schools having 20 or more LEP
students of any language but at the same ESL level.
21
Individual Learnln Proiram
Two types of ILPs are available. The first, a bilingual ILP, Is offered
by schools with 29 or fewer Spanish-speaking LEP students who lack Spanish
reading skills. This program emphasizes both the acquisition of English and
the development of Spanish literacy skills. The second type of ILP is offered
by schools with 39 or fewer LEP students at different ESL levels, or 19 or
fewer at the same ESL level.
Remediat_lon_program
The remediation program is a
emphasizes English-language skil
--ial course of study designed for tudents
who (a) have completed ESL, (b) are receiving instruction in En lish, and
are awaiting reclassification from LEP to FEP. These students must pass
the appropriate district competency tests (ASC/TOP CS, PA R/SHARP, and WRITE:
Junior/Senior) as part of meeting reclassification criter a. They must also
Jbtain a functional or proficient language classification on the English
BINL. Students in the remediation program receive the instruction they
need to pass these tests.
Program Steps
Enterip9 the program. To enter the bilingual program, a secondary
student must have a home language other than English and a fluency designation
of LEP. There are two ways for a student to be designated LEP. First, students
who score non- or limited-English-proficient on the BINL receive a LEP
designation. Second, students who score functional- or proficient-English-
speaking on the BINL but fail a subsequent test of English reading and writing
skills (the Typewriter test) are also designated LEP.
Progress. There are three types of progress that can be made by
secondary LEP students, depending on their program placement. First, Spanish-
speaking LEP students can progress from the Bilingual program, which emphasizes
Spanish language development, to the ESL program, which emphasizes English
22
reading. This trans tion occurs when the student has made prcgres -. in both
Spanish reading comprehension and math, as assessed by the teacher and a test of
prerequisite skills (CTBF Espanol, Level C). Second, LEP students enrolled in
ESL can progress through the levels of the ESL program. District-developed ESL
proficiency tests are used to measure student progress in ESL coursework and to
determine readiness for the next level. Third, students in the highest ESL
level can progress to an English-only instructional program once
reclassification criteria have been met.
Completing the Prqaram. Four s,eps must he completed for a LIP student
to be reclassified as FEP and enter an English-only program. These steps
involve (a) receiving a teacher's recommendation; (b) meeting criteria on
English reading and writing tests (PAIR/SHARP and WRITE JR/WRITE SR,
respectively), and a math test (ASC/TOPICS); (c) achieving a functional or
proficient-English-speaking designation on the reclassification BINL; and
(d) consulting with parents.
Description of Special Education Programs
Verbal vs. Nonverbal Special Education Students
A distinction is made in special education between verbal and nonverbal
special education students. Verbal students are defined as the learning hand
capped, educable retarded, visually handicapped, orthopedically handicapped,
seriously emotionally disturbed, other health impaired, and students in the
Resource Specialist Program. Nonverbal students are defined as the aphasiac,
Autistic deaf/hard of hearing, multihandicapped, trainable mentally retarded,
and developmentally handicapped. When possible, verbal special education LEP
students participate in full bilingual Individualized Education Programs
(IEPs) and nonverbal students participate in modified bilingual IEPs.
23
Full Bil ngual IEPs
Schools must meet several condi ions before they are expected to prov de
their special education LEP students with full bilingual IEPs. First,
school must have at least 10 LEP special education students who speak the Jame
primary language and who are in the same age group. Second, the school must
have a special education teacher with a bilingual cross-cultural credential or
certificate. Third, there must be parental consent.
Elementaryfu1_1_ IEP. An elementary special education full bilingual
program offers:
Structured Engl h-language development program
- Oral English- Reading and writing in English are added
once criteria have been met
Structured primary-language deve opment program
Oral languageReading and writing
Content courses (e.g., a h) tauAt in theprimary language
Sheltered English or maiv:ream English in ruc-tion provided when appropriate
Parent_educationiinvolvement of 10 hours or moreannually.
Secondary full IEPs. A secondary school special education full
bilingual IEP offers:
Structured English-language development program
Oral EnglishReading and wri ing in English
Communication skil s in the primary language
Content courses offered with primary languagesupport
Parent education/involvement of 10 hours or moreannually.
11
,4
Modif ed B 1 ngual IEPs
Modified bilingual IEPs must be made available to spe-ial education
LEP students whO are not enrolled in full bilingual IEPs. Modified bilin ual
IEPs, for grades K-12 are comprised of these instructional activit
Structured En lish-language development program
Oral EnglishReading and writing in English when appropriate
Content courses offered with primary language support
Parent education classes of 10 hou-s or more annually.
Program Steps
Entering the Rrogram. The identification and assessment procedures for
verbal special education students parallel those for other students. Nonverbal
LEP students are identified with the Home Language Survey for Nonverbal Pupils
and the Observational Checklist for Identification of Potential Limited-English-
Pro icient Pupils Who Are Indiv duals with Exceptional Needs.
impistraLthLerAglitn. As with regular bilingual program students, there
are two benchmarks for measuring progress made by verbal special education students
toward completion of the bilingual program. The first is reached when students add
formal English reading to their bilingual programs. The second is reached when
students enter the reclassifica ion process.
CHAPT R 3
Findings and Discussion
LEP Studentsjnrolled
ElementarySecondarySpecial Education
Tot
106,71434,4654 030
145,209
Iden tifi cation and assessment of students from non-En
backgrounds produced these results:
148,563 DINLs were administered In 1985-86:
76,334 English BINLs to new students.52,152 primary language BINLs.18,444 reclassification BINLs for placement
in English-only classes.487 retest BINLs as validity checks.
lantuage
Languages of LEP Students
78 languages were spoken by District LEP students.97% of all LEP students spoke one of the following anguages:
130,272 Spanish2,897 Korean2,238 Cantonese languages1,873 Vietnamese1,283 Pilipino927 Armenian926 Farsi.
Elementary programs provided LEP pupils in grades K-6 with appropriate
bilingual/bicultural instruction.
106,714 LEP pupils participated in Lau pr grams:
81,983 in bilingual classroom programs in 7languages.
24,73 in Individual Learning Programs (ILPs)in 73 languages.
Th_ District staffed 5,791 bi ingual ciassro
98% were Spanish bilingual classrooms.1.9% were Asian language (Cantonese, Japane
Khmer, Korean, Vietnamese) bilingual c.01% were Anmenian bilingual ci, srooms.
Pupils on ILPs:
71% spoke Spanish.4% spoke Cantonese.5% spoke Korean.4% spoke Vietnamese.24% (6,039) were on ILPs in bilingual class
95 55 of the District's 106,714 elenentary LEP pupils haveprimary language BINL results on file;
37,068 (39%) are proficient speakers of theirprimary language.
33,893 (35%) are functional speakers.20,941 (22%) are limited speakers.4,053 ( 4%) are nonspeakers of their
primary language.
rOOMS.
pro r es s Made by Elementary EP Pupils
Added English readingto their curriculum 30,240 (28%)
Were reclassified intoan English-only program 12,556 (10%)
Teacher fluency
5,791 teachers served LEP pupils in bilingual classrooms:
1,503 (26%) had bilingual credentials/certificates (BCCs),1,188 (21%) had District fluency A, B, or C:
450 (38%) had A level.251 (21%) had B level.487 (41%) had C level.
3,703 teachers served LEP pupils on ILPs:
67 (2%220 (6%
had bilingual credentials/certificates.had District fluency A, B, or C:
41 (19%) had A level.54 (24%) had B level.
125 (57%) h4d C level.
4
7
7,516 biliorjual paraprofess
provided LEP pupils with inprimary language.
Seconglry_proama provided LEP student
bilingual program options.
-4 6,117 paid andructi nal assistance in
9 unpaid)
-he pupil's
ades 7-12 with four
6 34,465 LLP students
26,429 (77%
participated Lau pro
in ESL programs.761 ( 2% in Individual Learning Programs.382 ( 1% in bilingual/bicultural programs (Spanish only).
6,893 (20% in remediation classes for basic skills awaitingreclassification to an English-only program.
Proaress Made by_Secondary LEp_Students
Advanccd from ESLto n-lish-only 5,454 (14%)
Classroom fing:
743 certificated bilingual personnel tauyht --cundary bilingualclasses.
291 had b lingual credentials/certificates.452 had District fluency A, B, or C.
347 (77%) had A level.60 (13%) had B level.45 (10%) had C level.
1,844 class periods of ESL were provided,
1,177 (64%) were conducted by ESL teachers.115 ( 6%) were conducted by teachers having
bilingual credentials.
919 bilingual paraprofessionals provided LEP students withinstructional assistance in the student's primary language.
Special_ educatipp_programs provided instruction for handicapped
students from non-English language backgrounds.
4,030 handicapped students in grades K-12 participated inbilingual special education programs.
76 handicapped LEP students participated in full bilingualIndividual Education Programs (IEPs).
41 in elementary schools and 35 in secondary schools.All were Spanish-speaking.
1528
Iden
3,954 handicapped !EP students part c pa ed in modified IEPs.2,220 in regular schools and 1,734 in special education schools.3,673 were Spanish-speaking.96 Spec. Ed. LEP students were recl's ified r om LEP to FEP.
Staffing
43 (4%) of the DistrIct's 986 special day classes with LEPstudents were staffed by teachers fluent in a language other
than English.
542 bilingual paraprofessionals offeredto the District's special educationAppendix B for complete tables descr
fication and Asessraent
Discussion
rimary language supportEP students. Seebing survey results.)
The total number of B1NL tests administered each year increased steadily
since 1982-83. Increases and decreases occurred, however, in the administra-
tion of different types of B1NL tests.
English BINL Primary Reclassification
Year for New Enrollees Languae BINL BINL_ _ i- . .
1985-86 76,334 52,752 18,444
1984-85 74,360 50,641 19,839
1983-84 70,994 53,741 18,697
1982-83 72,215 44,885 21,807
The number of new enrollees test d increased ytarly since 1983-84. The
number of primary language and reclassification BINL tests fluctuated over the
last 4 ytars. Primary language BINL tests were administered most extensively
in 1983-84. The largest year for reclassification BINL tests was 1982-83.
This was the first year the BINL was required for reclassification of
secondary students according to the guidelines in Bulletin No. 42, Office of
the Associate Superintendent of Instruction December 30, 1982.
The number of identified LEP students and FEP students increased since
1983-84, but not proportionately, as indicated in the next chart. The LEP
population increased 5.1% in 1983-84, 5.5% in 1984-85, and 8.2% in 1985-86.
The FEP population has not increased at the same rate as the LEP population.
16 29
From 19 2 to 1983-84 the FEP populat on increased 14.1%. In 1984-85 the FEP
population increw;ed 6.3%, and in 1985-86 it increased 5.1%.
PercentageIdentified of LEP Students
Ye ar LEP Students SpeakiAg_Spanish FEP _Studens LEP_VfEP_Stu_dentsLanguages of
1985-86 145,209 90% 139,987 921984-85 134,171 89 133,150 891983-84 127,192 88 125,213 901982-83 121,005 88 109,758 86
The percentage of LEP students speaking Spanish increased each year since
198 .84. Since 1982-63 the number of identified languages reported for LEP
and FEP students increased by 6 languages.
E ementary
One of the most important problems faced by LAUSIVs bilingual program
planners is maintaining or increasing existing levels of bilingual education
services as the LEP student body grows. One way to chart the District's
success in handling growth is to compare annual percentage increases in
bilingual education services with annual percentage increases in elementa y
LEP pupils. As a rough benchmark, when services grow at the same rate as
the LEP student body, the level of service is maintained. When services
grow at a faster rate, the level of service improves. The following table
lists the levels at which bilingual services were provided to LEP pupils
enrolled in full elementary bilingual classroom programs during the last two
school years.
Elementary Elementary Teachers withElementary Bilingual Fluency
Year LEPs Classrooms BCCS Waivers ILAIRCIL
1985-86 106,714 5,791 1,503 1,994 7011984-85 99,558 5,358 1,509 1,682 507
30
n 1985-86, the District mentary school LEP pupils increased by
7,1 6. This is a 7% increase over the 1984-85 school year total. This
increase in students was accomodated by an 8% increase in the number of
bilingual classroom programs provided. The 1% real improvement represents
the addition of about 54 classroom programs beyond the 378 required just
to stay even.
Many new elementary (;lassrooms were led by teachers with waivers Between
1985 and 1986, the number of elementary teachers who signed waivers increased
by 19%. The number of elementary bilingual classroom teachers with BCCs
dropped slightly from 1,509 to 1,503.
District elementary classrooms with LEP pupils were somewhat less likely
to have bilingual paraprofessionals in 1986 compared to 1985. Although the
District hired 190 more paid bilingual paraprofessionals in 19 6 than in 198r
this represented an increase of 3% rather than the 7% required to maintain
services.
The most important gain made between 1985 and 19L- in teacher
fluency. The number of teachers achieving District Fluency Level A or
increased a dramatic 38%, rising from 507 to 701. The number of teachers
having C level fluency also sh wed a significant ( %) increase, rising from
438 to 487.
Another useful way of looking at the level of bilingual services provided
by LAUSD is to look at trends over time. The following table lists figures
for the last four years. These numbers combine bilingual classroom programs
and 1LP assignments.Elementary Elementary
Elementary Elementary Teachers With Fluency BilingualTeachers Teachers in Language of Students Parapro-
Year With BCCs With Waivers But Not on Waiver fessionals
1985-86 1,570 2,017 659 7,5161984-85 1,596 1,719 602 7,5701983-84 1,513 1,853 520 7,1781982-83 1,548 1,894 430 7,596
18 31
The number of LEP pupils participating in District programs has grown
an average of 6% per year over the last four years. The number of teachers
with BCCs who serve these students has not kept pace, having dropped twice
and increased once during the four year period. The number of waivered
teachers has also fluctua ed. It dropped each year from 1982- 3 to 1984-85,
and finally increased in 198-J- 6. Staffing bilingual classrooms with
qualified personnel is clearly a difficult task. The number of qiilified
certificated staff, rather than gradually increasing each year, shifts from
year to year. The number of nonwaivered teachers with District level fluency
increased from 1982-83 to 1985-86. The number of bilingual paraprofessionals,
like the number of teachers with BCCs, has fluctuated from from year to year.
Secondary
A look at the trends developing in secondary bilingual education
indicates that since 1983-84, the steady increase in the LEP student
population outpaced the increase in serv
Secondaryyear LEP Studerit.$
ces offered.
Secondlry Students in StudentsBilingua AwaitingPrograms ESL ILP Reclassificat
1985-86 34,465 382 26,429 761 6,8931984-85 31,042 432 24,619 837 5,1541983-84 28,875 458 23,410 734 4,2731982-83 28,989 593 24,540 3,856 ==
In ..-15-86, LEP students increased 11% over the previous year and in 1984-
85, LEP students increased 7.5% The number of students enrolled in ESL classes
and ILPs increased at a slower rate -- 7.4% and 5.2 % respectively. The
number of students in bilingual programs decreased 17% in the last two years.
As a result, the number of of students who completed the secondary bilingual
curriculum and are awaiting reclassification from LEP to FEP status increased.
These students continue to be served by being are enrolled in remedial
instruction because they are unable to meet reclassification criteria--passing
19 32
scores on the Distr ct competency tests and the English RINI,
In junior high school, the largest number of LEP students was in grade 9
(6,873). The number of students in grades 7-9 varies by only a few hundred
pupils each year (9% at most). There is, however, a 25% LEP increase from the
9th grade to the 10th grade. In senior high, the number of LEP students is
highest in grade 10 (8,592 students) and decreases a dramatic 60% each year.
When the number of secondary LEP students is reported by grade, two
unexplained trends appear: (a) The number of secondary LEP students increases
dramatically (25%) from 9th to 10th grade. It is unknown why such a large
increase occurs at this point. (b) The number of high school LEP students
decreases 60% each year. The decrease is far greaLer than the number of
reclassified students.
Number oSecondary Teachers with Aides, Teacher Assistants Peer
District Tutors, and Adult VolunteersYear BCC Fluency In Secondary Schools
1985- 6 291 452 3,3271984-85 297 454 2,8841983-84 334 511 1,0791982-83 381 529 1,035
Since 1982-83, the number of secondary teachers with bilingual
credentials or certificates of competency and District fluency has decreased
and the number of secondary bilingual paraprotessionals increased. The number
of education aides decreased 26% in 1985-86 while all other categories n-
creased -- teacher assistants by 22%, bilingual peer tutors by 17%, and adult
volunteers by 136%. Of these classifications, educational aides may have been
replaced with teacher assistants, peer tutors and volunteers. Costs,
availability, or increased skills of other assistants may have caused the
decrease in the number of aides. The rapid increase of LEP pupils along with
20
the large number of teachers without bilingual credentials, certIficote5 of
competency, or fluency (yet teaching secondary students) indicate a great
District need for more trained instructors for secondary bilingual students.
Special Education
The number of special educ tion LEP students increased V a steady
11-13% each year since 1983-84. The total number of District LEP students
increased only 5-8% each year, ndicating special education LEP students
increased at a faster rate than the total LEP population.
PercentageSp. Ed. of Spanish iiil Modified Classes w th
Year LEP_Stodents 5 eaklng LEPs IEP IEP Sp Ed. Students_ _
1985-86 4,030 91% 76 3,954 1,0291984-85 3,571 91% 60 3,511 9521983-84 3,172 90% 367 2,805 8611982-83 2,845 90% 373 2,472 897
The percentage of Spanish speaking special education LEP students is
slightly larger (1-3%) than the Spanish-speaking percentage of the total LEP
population each year. This year the gap appears to be closing as 90% of the
total LEP population is Spanish-speaking and 91% of the special education LEP
students are Spanish-speaking.
Prior to January 1985, 12-13 of the special education LEP students were
placed in full IEPs. Bulletin 45 from the Division of Spec al Education
changed the requirements for placement of students in full IEP classes. As a
result, the percentage of students dropped to 2% after 1985. The number of
classes with special education students fluctuated, but increased yearly since
1983-84.
Year
Special EducationSpecial Educat on Teachers with
Monolingual A, 8, or C Special EducationTeachers BCC Fluency ParaRrofessionals
1985-86 986 21 22 5421984-85 909 16 27 3941983-84 827 13 23 1331982-83 861 19 14 58
Over the last 4 years, the number of speci 1 education classes with LEP
students and monolingual teachers increased yearly. The number of teachers
with bilingual certificates or credentials fluctuated, but increa ed very
slightly since 1983-84. Fluctuations also occured in the number of special
education teachers with A, B, or C fluency. In order to provide adequate
se vices, the number of paraprofessionals in special education classes
increased dramatically each year: 1982-83 to 1983-84 -- 129%; 1984-85
196%; and 1985-86 -- 38%.
The need for bilingual spec al education teachers is hi h. During
1985-86, 1,029 special education classes contained bilingual students. These
classrooms were served by 43 teachers with bilingual certification or fluency
and 542 monolingual teachers with bilingual paraprofessionals (trainees,
assistants, and volunteers). This left 444 (43%) classes without bilingual
support for special education students.
22
CHAPTER 4
Conclusions
Both the numbers of LEP and FEP students in the DIstrict incre d con-
siderably in the last few years. The LEP population increased from 121,005 in
1982-83 to 145,209 in 1985-86. This large growth created the need for
increased District bilingual education services. FEP students increased from
109,758 in 1982-83 to 139,987 in 1985-86. The number of B1NL tests
administered in English, primary languages, and for reclassification also
increased.
In elementary, secondary, and special education schoo s tie number u
qualified personnel needed to teach bilingual students has not kept pace with
the expanding LEP population. At the elementary level the number of LEP
pupils increased 17% from 1982-83 to 1985-86. The number of teachers with
BCCs, waivers, and with fluency increased only 9%. At the secondary level,
the number of LEP students increased 16% from 1982-83 to 1985-86, whereas, the
number of teachers with BCCs and fluency decreased 18%. However, secondary
school aides, teacher assistants, peer tutors, and adult volunteers grew 69%
during the same time period. LEP special education students increased 29%
since 1982-83; while the number of teachers with B8Cs or fluency increased
23%. The number of special education bilingual professionals increased, but
not enough to provide services to all LEP special education students.
In the last few years, the District tried to keep pace with the rapidly
growing LEP population by expanding their efforts to obtain additional
qualified staff for LEP students. The District expanded its recruitment of
teachers and paraprofessional, offered training programs, encouraged staff to
gain bilingual skills, supported team teaching, and encouraged teachers to
sign waivers.
Appendixes
Appendix AIdentification and Assessment
APPENDIX A
Identification and Assessment
Goajs
Two goals of the Lau Plan and Assembly Bill 507 a e to ( ident fy
students from non-English language backgrounds and (b) assess their oral
language proficiency. These are the first two steps in providing the
District's limited English-speaking students w th appropriate educational
programs.
Identification and Assessment Proces-,_ _
Id ntification
The Home Language Survey (HLS) is usea to identi y students who are
from families that speak languages other than English. Families of students
enrolling in the District for the first time answer tnese four HLS questions:
1. Which language did your son or daughter learn when he or
she first began to talk?
2. What language dues your son or daughter most frequently
use at home?
3. What language do you use most frequently to speak to your
son or daughter?
4. Name the language most often spoken by the adults at home.
Prior to April 1, 1986, when a language other than English appeared as
an answer to any of the four HLS questions, the student's oral English fluency
was assessed. As of April 1, these two types of students are designated aS
having a primary language other than English:
1. Students whose families did not answer "English" to each of
the first three HLS questions. These students must be assessed for
English language profic ency.
39
Students whose fam lies answered "English" to the
three HIS questions but not to the fourth. These studen must be
assessed for English proficiency if District per5onnel doubt the
student's proficiency.
Assessment
Once the HLS has determined that a newly enrolled student's English
proficiency must be assessed, the student is given the English version of
the Basic Inventory of Natural Language (B1NL) within 30 school days o
enrollment. The BINL is a standardized individually administered test of
oral language proficiency. The English EINL provides District personnel
with an indication of the student's oral English skills. Students scoring
non- or limited-English-speaking are provided bilingual services. Pupils
In grades K-2 with functional- or proficient-English-speaking scores are
placed in an English-only program. Students (grades 3-12) scoring
functional- or proficient-English speaking may be placed in the English-onlx
program, depending on the outcome of further literacy testing that includes
English reading and writing. Students initially identified as functional- or
proficient-English-speaking, but who fail these literacy tests, are placed
in a bilingual program.
In addition to new enrollees, the B1NL is given to the following groups:
1. Students Requiring Retestin5
Students may be reassessed within 10 days if the parent, teacher,
or school administrator doubts the accuracy of the first language
classification. A retest must be administered and returned to
Research and Evaluation within 10 days of receiving the studen
first B1NL results.
4027
tudents Lon de d on
LEP students being considered for recla n to an En h-only
program must meet these four reclassifica on c t a) recom-
mendation by teachers; (b) identification as functio ur
proficient-English-speakin on the B1NL; (c) attainment of a pas'
ing score nn appropriate District proficiency tests of reading,
mathematics, and composition; and (d) recommendation by a local
school administrator after consultation with parents and staff.
Students who receive a language classification of LEP may also be given
the primary language B1NL. The primary language BINL, which i
able in 28 languages, provides diagnost c information useful In p acing
K-12 LEP students in appropriate programs. The primary language B1NL
must be administered to those LEP students who (a) speak Armenian Can-
tonese, Korean, Spanish, or Vietnamese and (b) attend schools having
16 or more students with the same language. The primary language B1NL
must be administered within 90 calendar days of enrollment.
Appendix BTables
4 2
Table 8.1
liko:LicInpr2seiltd_Auli_h_j_98A to June 30 1986
New Psych, Total Primary Grand
Region Enrollees Retest Reclass. Eval. English Language Total
A
B
C
D
E
F
6
H
SHS
Sp. Ed.
Total
5,056 108 1,127 19
11,599 43 2,803 10
7,004 17 1 059 12
7 307 20 1,714 28
8,120 48 2,016 206
6,916 101 1 369 177
9,676 53 2,378 37
13,194 70 2,570 49
7,371 27 3,408 8
89
76,334 487 18,444 546
6,310
14,455
8,092
9 (.69
10,390
8,F.65
12,144
16,883
10,814
9 9,399
9,260 23,715
5,209 13,301
4,497 13,566
4,463 14,853
4,627 13,192
7,729 19,873
0,175 26,058
3,645 14 459
89 58 147
95 1 52,752 148,563
Note. Based on records in the B1NL Processing Center, Research and
Evaluation Branch.
30
4 3
Table 3.2
Primary_LangualeLIEILLATI§.
L n-uage Elementary SecondarySpecial
Education Total
AfghanAfrikaansAmerican IndianLanguages:
ApacheCherokee
7
2
37
1
1
44
3
1
1
Choctaw 1 1
Navajo 2 3 5
Amharic 6 21 1 28Arabic 167 96 12 275Armenian 458 422 47Assyrian 29 13 42Basque 1 1
Bengali 13 4 17Bulgarian 6 1 7
Burmese 13 14 27Ceylonese 1 2 3
Chinese Languages:Cantonese 1 464 737 37 2,238Mandarin 138 219 2 359Taiwanese 62 61 9 132Toishanese 54 14 1 69Other Chinese 258 192 li 461
Creole 5 13 18Croatian 9 1 2 12Czech 9 10 19Danish 1 1 2Dutch 1 1 2Farsi 434 464 28 926'Fijian 2 2Finnish 2 2French 53 27 3 83Genman 17 12 2 31Greek 21 2 23Gujarati 38 27 2 67Haitian Creole 3 3Hebrew 190 123 7 320Hindi 42 37 5 84Hmong 5 5Hungarian 42 12 1 55Ibo 1 1 2Icelandic 1 1Indonesian 28 21 1 50Italian 28 13 10 51
(Table B. con nued)
Language Elem ntarySpecial
Seconuary Education Tota
Japanese 302 85 12 399Javanese 2 2
Khmer 472 362 7 841Korean 1,641 1,219 37 2,897Kurdish 2 2Lao 59 46 4 109Lithuanian 1 1
Malay 12 2 2 16Melanesian 1 1
Nepali 1 1
Norwegian 6 2 8Panjabi 34 14 1 49Pashto 7 6 13Philippine Languages:
Ilocano 28 9 2 49Pilipino 808 4 2 43 1,283Visayan 8 2 10Other Philippine 25 11 36
Polish 31 18 49Portuguese 29 14 43Romanian 58 48 2 106Romany 1 1
Russian 66 27 4 97Samoan 76 22 3 101Serbian 1 1 2
Serbo-Croatian 5 1 1 7
Sinhalese 2 5 1 8Slovak 7 7
Spanish 98,126 8 473 3,673 130,272Swahili 1 1
Swedish 14 5 19Thai 152 147 2 301Tibetan 1 1
Tongan 17 11 1 29Turkish 16 8 1 25Urdu 41 22 2 65Vietnamese 999 834 40 1,873Yoruba 2 1 3Other Not Listed 52 18 6 76Unidentified 5 5
Total 06,714 34,465 4,030 145,209
Note. Based on Elementary, Secondary, and Special Education *ngual Program
Surveys (Forms 20, 21, and 23 ), February 1986.
45
Table 8.3
Primary Cang4A e of FEP Students
TotalElementaryLanguage SecondaryaSpecial
Education
Afghan 16 29Afrikaans 17 20Albanian 5 6American IndianLanguages:
Apache 2 2Cherokee 4 4Choctaw 10 10Crow 1 1
Hopi 3 3
Navajo 4 1 12Other Indian 18 19
Amharic 11 10 21Arabic 418 274 8 700Armenian 660 824 8 1,492Assyrian 63 55 118Basque 1 1
Bengali 15 9 24Bulgarian 5 10 15Burmese 13 31 44Ceylonese 4 2 6Chinese Languages:
Cantonese 1,624 1,446 3,079Mandarin 208 280 490Taiwanese 81 92 174Toishanese 28 44 72Other Chinese
Creole31916
49811
2 81928
Croatian 54 58 112Czech 18 10 28Danish 10 8 18Dutch 19 30 49Estonian 2 2 '4
Farsi 671 495 3 1,169Fijian 4 2 6Finnish 5 14 1 20Flemish 1 4 5French 123 134 4 261Ganda 1 2 3German 105 126 2 233Greek 75 60 135Guamanian 15 7 22Gujarati 70 44 117Haitian Creole 3 3
(Table 8.3 continued)
Language El entary SecondaryaSpecial
Education Total
Hawaiian 8 13
Hebrew 353 315 671
Hindi 137 80 217
Hmong 3 3
Hungarian 83 58 141
Ibo 2 2 1 5
Indonesian 21 24 45
Italian 139 148 1 288Japanese 494 512 6 1,012Javanese 1 15 16
Khmer 250 395 645Korean 1,897 2,114 5 4,016Kurdish 3 1 4
Lao 81 59 1 141Latvian 3 1 4
Lithuanian 3 9 12
Malay 18 11 29Melanesian 4 4
Maltese 1
Mongolian 1 1
Norwegian 5 12 17
Panjabi 47 25 72
Pashto 11 1 12
Philippine Languages:Ilocano 44 203 1 248Pilipino 2,255 1,902 9 4,166Visayan 16 2 18Other Philippine 48 80 128
Polish 64 30 94
Portuguese 51 31 82Romanian 50 71 1 122Romany 2 2
Russian 205 273 2 480Samoan 372 203 1 576Serbian 6 4 10Serbo-Croatian 24 65 89Sinhalese 13 11 24Slovak 31 8 39Spanish 57,463 53,476 1,444 112, 83Swahili 5 6 11Swedish 25 15 40Tahitian 32 156 188Thai 258 151 410Tibetan 2 8 10Tongan 29 8 37Turkish 25 19 45Ukrainian 9 3 12
47
(Table 8.3 cont nued)
Language Elementary SecondaryaSpecial
Education Total
UrduVietnamese
YiddishYorubaOther Not ListedUnidentified (NR)
95325
3
2
147
45
1,4044
1
928
Total 70,826 67,563
1402,734
7
3
E7 1,13214 14
1,598 139,987
Note. Based on Elementary, Secondary and Special Education B 1 ngual Prog
Surveys (Forms 23, 25, and 26), February 1986.
aIncludes 6th grade students in junior high schools.
4 8
Table 8.4
E 1 cu en tanljEjlialilisaolltii2E222(jAl.,rAle
Language
Armenian
Cantonese
Japanese 2
Khmer 4
Korean 7
Spanish 1 064
Vietnamese 1
2
10
Total 11090
1
2
8
10
11093
2
1
8
1
2
9
981
Grade
Total
2 2 1 13
8 3 5 8 50
16
1 1 11
7 4 2 1 40
872 726 598 329 5,666
25
11120 11005 893 736 608 339 5,791
Note. Based on Elementary Bilingual Program Survey (Form 20) February 1986.
4950
Table 8.5
PuLIE_EALIIIialtia_itliiiRTIALaks_Ing2E2E92rams (n9t 4Ps)
by Grade and Administrative Region
Grade
Region K 1 2 4 5 6 Total
A 985 900 854 668 495 271 193 4,366
8 3,780 3,695 3,019 2,818 2,045 1,289 367 17,013
C 2,062 2,281 1,724 1,483 1,262 1,016 654 10,482
D 1,002 1,078 832 574 448 330 249 4,513
E 1,380 1,492 1,245 1,014 794 664 423 7,012
F 1,633 1,512 1,429 1,123 940 682 384 7,703
G 3 437 3,349 2,988 2,610 1,929 1,156 756 16,225
H 3,457 3,130 2,466 2,277 1,689 1,234 416 14,669
Total 17,736 17,437 14,557 12,567 9,602 6,642 3,442 81,983
Note. Based on Elementary Bilingual Survey (Form ac) February 1986.
Table 0.6
Ma or Primary Lan u
Language
Armenian
Cantonese
Japanese
B
Elemen LEP Pupils In Bilinguat passroollE2gr ms 'not_ILPs
Region
Khmer 43
Korean 11 54
Spanish 4,295 17 013 10,482 4,459 6,969 7,7 3 15,726 13 864 800511
Vietnamese37 37
178
Total
178
499 95 594
60
113 156
382 447
Total 6 17 013 10,482 4,513 7,012 70703 15,225 14,669 81,983
Note. Based on Elementary Bilingual Program Survey (Form 20), February 1986
of Elementary Classroom Teachers Assi ned to hillau11111ELly Langua e
trict Fluenci
Waiver tu
er Languagea
and
signment
On Waiver and
District Fluency Status
Bilingual Cred./
Cert. of Comp. A B C b
Not on Waiver and
District Fluency Status
A NFb Total
ian
. Class 2
;
iese
. Class 27 34
4 14
;h
. Class 1,252 1,848 3,100
16 3,400 3,416
!se
. Class 3
1
, Class 26 4 2
no
2
;
.h
Class 1,444 294 153 282 146 95 200 2,614
60 2 1 4 32 50 114 263
54
(Table Bil c ntinucd)
Teacher Language
and
Assignment
Bi ingual Cred, /
Cert, of Comp,
Vietnamese
Oil. Class
1LPs
Subtotals
Oil. Class
1LPs
Total
1
1
On Waiver and Not on Waiver and
District Fluency Stdtus District Fluency Status
A B C Nrb A B
1
NFb Total
1
2
1,503 301 156 285 1,252 149 95 202 1,848 5,791
67 2 1 4 16 39 53 121 31400 3,703
1,570 303 157 289 1 68 188 148 323 5,248 9 494
No Based on Elementary Bilingual Program Survey (Form 20), February 1986,
Teachers with two languages other than English are counted only once. Teacher language is matched with pupil
language.
bNo district language fluency or bilingual credential/certificate in language of pupils served4
56
MOO 8.8
KlemetpriyAiniapal CI a roorn Tct1ch4j'B1]lnJudl CertiHcatiori Ind bLani
Language
811. Cred./Cert. of
Competence
ver
Total
Spanish orCantonese
OtherL nguage Required
Armenian 2
Cantonese 38
Japanese 3 3 6
Khmer 6 6
Korean 26 7 33
Spanish 1,444 1,953 3,397
Vietnamese 1 4
English-only 668 668
Total 1,503 1,964 30 668 4,165
Note. Based on Elementary Bilingual Program Survey (Form 20), February 1986.
aTeachers who team teach with teachers having a bilingual credential/certificate
(on a one-to-one ratio) do need waivers.
7
Table 8.9
El ementa rt_81 Ingo C mlcachers with S n h or Cantonese WaIvers
Language
Requirements Compl e
FirstYear
or Spanish or Cantonese Wa-:ver
Culture andMethodologyCulture Language TotalMethodology
Cantonese
Spanish
Total
9
872
881
1
')09
210
217
211
1
635
636
20
20
11
1953,
1,964
Note. Based on Elementary Bilingual Program Survey (Form 20) February 1986.
58
42
1
I
1
Table BA
NOlyalvered eilientaysiroom ,by_Neil son
Type 0 Classrou m
Bilingual Classroom
11,Ps
Total
:
Rown
Requirements Did Not Intend to Teama Not
Not Met Appl y Apply Teach 1 og R equi red Total
992 554 80 668
8 13
00 567 83 673
Note. Based on Elementary Bilingual Program Survey (Form 28) Februay 196,
Teachers who team-teach with teachers havin ü biligual credential/certificate (on. toon ratio) no not need
waivers,
20291
31611 3$640
51934
GO
jable...811
f1iiaIy_Ltguj2Lgiaq.tqy Ili 1 s jp_.p,Ps
Language A
: Afghan
Afrikaans
Inerican Indian
,Longuages:
Apache
Choctaw
Navajo 2
tArabicAnnenian
T_Assyri an
'lasque
Bengali
)ulgarian
Burmese
.Ceylonese
lhineses Languages
Cantonese 19
Namiarian 8
.' Taiwanese 12
' Toishanese
.0ther Chinese 12
Creole
5
Czech
4anish
4utch
larsi
61
10
Region
1
-
Pragym.as....,votsm
Total
1
2
5 1 6
36 58 40 14 167
67 96 27 87 280
26 2 1 29
1 1
3 4 4 2 13
3 2 1 6
1 2 2 8 13
1 1
34 43 19 375 374 870
36 16 27 15 35 138
9 18 17 2 4 62
1 40 13 54
3 11 6 103 123 258
4 1 5
1 2 1 9
2 3 2 2
1
1
4 120 227 64
9
1
1
11 4 4 62
(Table 8,11 continued)
Language
Finnish
French
German
Greek
'Gujarati
Hebrew
Hindi
Hmoo9
1
1
1
3
Hungarian 3
lbo
Indonesian
fslandic
Italian 10
Japanese 83 5
Javanese
Khmer 7 12
Korean 107 5
Kurdish
Lao
Lithuanian
MaloY 1
Mel anes tan
Nepali
Norwegian
Paajabi
Pashto
Philippine Languages:
Ilocano 11
Filipino 129 1
Visayan
Other PhilIppine 5
Region
ii Total
1 2
2 34 7 2 2 5 53
1 8 59
1 17
2 1 5 3 21
3 10 4 1 5 38
60 111 19 190
15 12 12 2 42
25
8 21 6 4 42
11
4 13 6 5 28
11
8 4 5 1 28
2 69 35 28 6 14 242
2 2
1 46 36 9 55 150 316
5 428 260 173 13 203 1,194
2 2
10 17 1 3 28 59
11
9 2 12
1
1
1
1
1 6
12 22 34
4 3
3 2 12 28
106 122 111 15 321 808
4 3 8
20 25
64
(Table B,11 cont nued)
Language
Region
A B
Polish 2
,Portuguese 3
Roaanian 2
'Russian
Sloan 58
'Serbian
Serbo4roat1 an 2
iSlovak 2
.$panish 1,487
kSo.edish
71131 4
Turkish
Urdu 14
Vi etneese 56
Yaruba
Per Not Listed 7
Total 2 091
/ 10 6
12 3 7
15 10 4
55 8 3
I 2 3
1
1 1
1
1
2 210 1,116 2,636
10
2 20
1 4 7
9 6
6 12
103 180
1
14 11
2 275
H Total
6 31
3 29
21 58
1
66
76
1
5
2
7
1
4
/ 497 2,436 2,569 2,604 17,615
4 2 14
9
43 38 4 41 152
2 1 17
1 16
6 3 41
94 192 327 962
2
5 3 12 52
3,4041 2/7 4 036 3,984 3,235
-Note, Based on Elementary Bilingual Program Survey (Form 20), February 1986,
65
4,479 24,731
66
Table 8.12
Number of ElementarLqfPuilsPartadeandb
Administrative Region
Region
Grade
2 3 4 5
14
Total
319 406 335 276 285 253
275 313 337 473 414 346
200 205 206 191 159 150
570 670 641 636 587 483
594 716 635 615 559 576
431 595 530 475 445 395
404 532 462 553 580 424
771 770 766 674 592 524
3,564 4,207 3,912 3,892 3,621 3,151
Total
217 2,091
117 2,275
116 1,227
449 4,036
289 3,984
364 3 235
449 3,404
382 4,479
2,383 24,731
Note. Based on Elementary Bilingual Program Survey (Fo 20), February 1986.
6 7
Table 0,13
LEP Omen
Language
Armenian
Cantonese 11464
Korean 1 $641
Pi I ipino 8U8
4an1sh 9 126
fletname$e 999
Other Languages 3 218
Total
LEP
1158
t1n1Ln1Lroji
11rade
or lint u rid by 6rdde
4 Totd1
22 44 56 57 59 47 294
11 79 107 108 126 100 632
35 110 111 91 103 18 622
22 60 89 15 12 12 34 424
244q
3,100 6,630 6,860 5,260 3 37 26,493
17 61 81 99 68 54 IN
44061 248 39 212 207 136 1,323
Total 106,114 409 1 8Z 317 0 7 299 7 492 5 862 3,56 34440
Hot.e. Based on Elementary Bilingual Pro9ram Survey (Form 20), F bruary 1946.
69
Table 0,14
Rec ifi ed fr m LLP to rip b' Liyamed_12brdde
Language
tirade
J
Percent
Total Reclassified
Armenian 1 1 14 17 18 11 35 103 18%
Cantonese 2 4 36 40 12 58 74 206 16
Farsi 10 23 18 10 15 11 87 17
Japanese 5 10 4 4 18 9 42 12
Khmer 6 10 18 14 11 59 11
Korean 2 17 69 71 98 63 65 385 9
Pilipino 5 13 26 30 26 46lr() 171 18
Spanish 31 263 1,101 1,837 1717 21881 1008 101738 10
Vietnamese 12 28 40 41 58 51 230 19
Other Combined
Languages 3 28 85 74 108 90 67
44 353 11398 2,141 31112 3,252 2,256Total
155 19
10
Note. Based on Elementary Bilingual Program Survey (F rm 20 ), February 1986. Reclassification WA
from February 221 1985 tu February 71 1986.
a
Percentages are calculated by div ding the number of reclassified pupils by the sum of LEP pupils and
reclassified pupils.
Table 0,15
kblii9,911L11221i11005mm .11ermal Assi(n d to Sihool s b. 1.°211211119A.91 nrc
Language/
Assignment
Bilingual Cred,/
ea, o! Camp. A
District Homy
Total
Armenian
Classroom teacher
Cantonese
Administration 1
Instruction
Noninstruction 1
Japanese
Classroom teacher
Instruction
Noninstruct on
Combination
Korean
1
Classroom teacher 2
Instruction 1
Noninstruction 1
Pilioino
Classroom te cher
Noninstruction
1
1
1 1
1
1
(Table B.15 continued)
Language/
Assignment
Bilin ual Cred./
Cert. of Comp,
Russian
Combination
Samoan
Instruction
Spanish
Classroon teacher 10
Administration 72
Instruction 100
Noninstructiog 60
Combination m 50
Additional teacher- 3
Total 304
3
27
18
59
District Fluency
lotal
1
4 10 27
14 11 124
19 15 152
5 10 80
5 12 69
1 4
53 61 471
Note, Based on Elementary Bilingual Program Survey (Form 20) February 1986.
a
Combination assignments include both instructional and noninstructional services.
"Additional teachers' are waivered teachers hired by schools having 20 or more LEP
pupils who speak the same primary language,
75
Table 8.16
Eis_rnatsly.
LanguageEducationAides
TeacherAssistants
AdultVolunteers Total
ArabicArmenianAssyrianBengaliBulgarianBurmese
CantoneseCzechFarsii
Frenc:Germaf
Gujari1.1.
HebrewHindiHungarianIndonesianItalianJapaneseKhmerKoreanLaoMandarinMelanesian
Other ChineseOther PhilippinePanjabiPilipinoPolishPortugueseRomanianRussianSamoanSerbianSerbo CroatianSlovak
:SpanishSwedishTaiwaneseThaiTonganTurkish
2
4.9
2
1
1
3
2
14
22
1
16
24
13
29
9
1
5
7
25
1
2
3,454
7
14
2
1
1
1
22
2
38
5
3
5
27
1
6
3
2
71
4
66
18
82
3
326
5
7
4
4
3
9605
11
14
2
2061
2
1242
49
9
4
5
34
6
3
5
9011
113
201
10
2
3
567
5
7
7
7
1
3
6,7385
11
18
2
(Table 8.16 continued)
Langua
UrduVietnameseYarubahOthers not Listed
Total
EducatIonAides
2,448
TeacherAssistants
28
1
3,669
AdultVolunteers
2
201
6
1,399
Total
4
551
7
7,516
Note. Based on Elementary P ncipal' Summary (Form 25), February 1986.
77
Table 8.17
NuribelarLEPSturjm_ta_bgrAgaist ive
Region
Region/Division
Grade
6a 7 8 9 10 12 Total
Region
A 323 3 6 332
574 818 832 184
48 640 489 424
5 878 978 1,011
262 762 736 677
41 602 588 607
891 772 739
649 1,455 1,517 394
Division
SeniorHigh
Options
Total
1
991
2,408
1,601
2,879
2,438
1,838
2,402
4,016
42 38 2,468 8,452 3,323 1,322 15,645
6 37 136 42 26 247
1,579 6,411 6,292 6,873 8,592 3,367 1,351 34,465
Note. Based on Secondary Bilingual Program Survey (Form 23), February 1986.
ajunior High Schools with 6th grade.
Table 8.18
N or _Lan i1uits b _Grade
Language
Grade
6a 7 10 12 Total
Armenian 6 GS 74 93 118 51 12 422
Cantonese 4 133 161 177 170 71 21 737
Farsi 24 43 55 85 128 75 54 464
Korean 39 179 247 232 324 141 57 1,219
Pilipino 15 71 87 98 93 43 25 432
Spanish 1,411 5,440 5,179 5,620 7,154 2,624 1,045 28,473
Vietnamese 31 144 147 166 201 111 34 834
Other LanguageCombined 49 333 342 402 404 251 103
Total 1,579 6,411 6,292 6,873 8,592 3,367 1,351 34,465
Note. Based on Secondary Bilingual Program Survey (Form 23),
February 1986.
aJunior High Schools with 6th grade.
Tabl e 8.19
Identi fi_ed :5 econdarb Lancuace_ and jocipn
Language
Afghan
Afrikaans
Amer. Indian Lan s.
Navajo
Cherokee
Amharic
Arabic
w Armenian
Assyri an
Bengali
Bulgarian
Burmese
Ceylonese
Chinese Langua es:
A
1
Region/Division
El
4 2 1
Sum
Nigh
28
1
Total
3/
1 2 3
1 1
912 21
1 9 12 12 2 58 96
186 30 5 17 184 422
4 1 8 13
1 4
1 1
1 5 8 14
2 2
Cantonese 9 10 12 11 67 36 142 350 137.
Mandari n 11 1 19 19 25 29 30 85 219Taiwanese
8 7 14 5 27 61To is hanese
1 7 4 2 14Other Chinese
1 14 9 62 17 89 i92Creole
1 4 3 1 1 3 13Croati on
1 1Czech
1 45 10
Danish1
1
Butch1 1
Farsi
803 1 53 87 25 5 90 444
Fijian2
2French i 7 4 1 3
11 01 27-:. German 1 3 2 1 1 4 u 1 12Greek
2 2. Gujarati 2 1 2 20 27--,,,HaitianCreo1e
3
Table 6,19 continned)
Language
Hebrew
Hindi
Hungarian
lbo
raec...mel
A
Region/Division
SeniorDEFGHHigh Total
^
21 19
5
4 4
Indonesia 2
Italian
Japanese 13 1 14
Khmer 1 15
I)/ K o r e a A 59 2 4 202wLao 1
:Nalay 1 1
Norwegian
Panjahi
'Pashto
Philippine Languages :
11ocano 1
Pilipino 42
Visayan
Other Philippine
Polish
Portuguese
' [Wien
, Russian
, Sroan 11 2 1
Serbian 1 1'
Serbgroati an 1 1
Sinhalese 2 2 1 5
Spanish 796 396 1,568 2,090 1 868 1,346 2 SI 31140 121989 28 473
Swahili 1 1
lweilish 2 1 2 5
-Thai 3 3 26 5 14 13 83 147
Jibetan 1 1
5
30
117 90
6 1
2
3
1 1
5
104
165
9
48 123
20 37
3 12
1 1
10 21
13
39 05
176 62
576 1 19
17 42
2
14
1 1 5 10 19
41 31 29 2 87 198 432
1 1 2
1 3 2 2 3 li
4 3 3 1 7 18
2 4 2 6 14
10 3 1 4 27 46
17 2 8 27
8 22
(Table 6,19 continued)
Language
, Hebrew
Hindi
Hungarian
Ibo
Indonesian
Ital i an
I Japanese
KIiir
Korean
Lao
,Nalay
Nonvegi an
Panjabi
Pashto
Phi 1 ippine Languages;
I l ocano
Pi i pi no
Visayan
Other Phi 1 ippi ne
Pol sh
Portuguese
lomanian
Russian
iamoan
-Serbian
,Sebo-Croat1 an
Sinhalese
Sp dish
'Swahili
Swedish 0 A
Tibetan
Region/Division
SeniorABM F G High Total
1
21 49
5
4
2 2 1
2 3 1
13 1 14 5 7
6 1 15 30
59 2 4 202 117 90
13 6 1
1 1
2
3 5
1 1 1
1 1 1 1
42 1 1 41 31 29
1
1 3
4 3 3
2
10 3 1
17 2
796 21395 11568
48 123
20 37
3 12
1 1
1 5 10 21
6 13
1 5 39 85
101 178 362
I 165 576 11219
9 17 16
2
2
1 5 14
3 6
5 10 19
2 87 198 432
1 2 _
2 2 3 ii
1 7 18
2 6 14
4 27 48
8 27
8 22
1
1 1
2 2 1 5
68 1 46 2,281 3,140 121989 28i 473
1 1
1 2 5
14 13 83 147
85 1
2
3 3 26 5
1
(Table 8,19 continued)
Lan ua e
kgion/Division
'Tongan
Turkish
Odu
Vietnamese
Yarubah
Other Not Lis ed
Totals
Senior
lIqh Total
1 7 11
1 6 6
1 5 12 22
6 100 58 38 140 409 834
1
4 1 2 8 18
991 1,408 1,601 2,879 21438 1,838 2,402 41016 15,892 341465
Note. Based on Secondary Bil ngual Program Survey (Form 23)1 February 19864
Table 8.20
identified LEP Students in Secondalyylinpal_ProVams
Program
Bilingual/
Bilcultoral
Program
ESL Program 848 2 013 1 433 2 642 2,128 1,667 1,744 3 414 1 510
Region/Division
A C
MOE.
15 75 8 12 31 137 84
Individual
Learningb
Programs 61 30 18
Awaiting
Reclassifi.
cation
Total
Total
382
26,429
32 68 28 13 157 235 161
350 90 103 250 91 599 452 4,864 12 6,893
991 2,408 1 601 2,879 2,438 1,838 20402 4,016 6,645 247 34,465
Note. Based on Secondary Bilingual Pro ram Survey (Form 23), February 1986,
aSenior High Options
bIncludes both ESL and Bilingual Individual Learning Programs.
8788
Table 8.21
Number of ESL Leve LEP S ud
Number ofClass Periods
Type of Teacher
Course ilingual ESL Other
ESL ILP only 1 18 14
ESL I/Beginning 769 237 448 84
ESL II/Intermediate 624 135 437 52
ESL III/Advanced A 172 34 119 19
ESL IV/Advanced 247 54 156 38
Total 1 845 461 178 207
Note. Table does not include continuation and opportunity schools. Based
on Secondary Bil ngual Program Survey (Form 23) February 1986.
Table B.22
Ma"Lan-t_ilaes"-d"tsb
ESL Level
Language nning/I Intermediate/IIAdvanced A/Level III
Advanced 8/Level IV Total
Arabic 19 22 14 18 73
Anmenian 25 91 64 171 351
Cantonese 164 178 114 125 581
Khmer 79 94 69 61 303
Korean 245 327 198 242 1,012
Mandarin 41 46 35 34 156
Other Chinese 32 56 38 40 166
Persian 73 95 75 96 339
Pilipino 41 94 80 100 315
Spanish 8 899 6,493 3,516 3,939 22,847
Thai 28 30 42 33 133
Vietnamese 165 183 122 142 612
Other LanguagesCombined 174 193 145 172 684
Total 9,985 7,902 4,512 5,173 27,572
Note. Based on Secondary Bilingual Program Survey (Form 23), February 1986.
Table B 23
Cer"fica-tedSeC"d02,_L_AalT"chiPPPrso"elbl-"uace"da--.1.._
Fluency Level
Language
BilingualCredential orCertificate ofCompetency
DistrictA
Fluency
DistrictB
Fluency
DistrictC
Fluency Total
Armenian 2 6 8
Cantonese 3 4
Farsi 3 3
Japanese 1 2 3
Korean 6 4 10
Pilipino 1 12 13
Russian 1 1
Samoan 1 1
Spanish 274 316 44 694
Vietnam se 1 1 2
Total 291 347 60 45 743
Note. Based on Secondary Bilingual P_--ogram Survey (For 23), February 1986.
Table B.24
Secondary B 1 ngual Paraprofessionaisby Lan ua e
LanguageEducationAides
TeacherAssistants
BilingualPeer Tutors
AdultVolunteers Total
Afgan 4 6 10
Amharic 2 2
Arabic 2 2 10 1 15
Armenian 9 16 33 2 60
Burmese 1 1 2
Cantonese 5 22 52 2 81
Farsi 1 15 63 1 80
French 2 3 5
German 2 6
Gujarati 3 3
Hebrew 40 40
Hindi 14 15
Hungarian 1 1
Ilocano 1 8 9
Indonesian 2 2
Italian 1 3 4
Japanese 4 2 24 3 33
Khmer 4 34 1 39
Korean 2 18 131 5 156
Lao 1 4 5
Mandarin 10 22 38
Other Chinese 9 31 4 44
Other Not Listed 1 1
(Table 6.24 continued)
Education Teacher
Language Aidm AssistantsBilingual Adult
Peer Tutors V lunteers Total
Other Philippine3
Panjabi 2 2
Pashto I.1
Pilipino 53 60
Polish 4 4
Portuguese 1 1
Romanian 1 3 5
Russian 2 16 18
Serbo Croat on 1 1
Spanish 230 530 6 107 2,417
Taiwanese 8
Thai 8
Toishanese 1 1
Tongan 1 1
Urdu 2 2
Vietnamese 5 12 121 141
Total 263 656 2,264 144 ,327
Note. Based on Secondary Bilingual Program Survey F nm 23-- February 1986.
Tabl e E.25
Certi ficated SecondarNorsonnel b sLarl e and
Fluency Level
Language
Artnen i an
Cantonese
Farsi
Japanese
Korean
Mandarin
Spanish
Total
BilingualCredential orCertificate ofCompetency
2
14
106
110
Ct Fluency
A
2
2
1
102 12
109 13
2
25
Note. Based on Secondary Bilingual Program Survey (Form 23, February 1986.
94
Table 8.26
Persentat of Seconda_ry LLEP Studc
Language
Studen
NumberReclassified
Numberof LEP Tota
Perc ntu eReclassif ed
Armenian
Cantonese
Farsi
Khmer
Korean
Pilipino
Spanish
Vietnamese
Other Languages
Total
179
86
205
336
292
3,484
388
354
5,454
422 552
737 916
464 550
362 567
1,219 1,555
432 724
28,473 31,957
834 1,222
1,522 1,876
34,465 39,919
25%
20
16
36
22
40
1
32
19
14
No_to. Based on Secondary Bilingual Program Survey (Form 23) February 1986.
Tabl e 0,27
Pr itay,__VAluscufAesLall,kcation Studesion
Language
WaY
Region/Division
Seni or Speci al
A BC 0 E F H High Ed, Total
Ainh ari c
Arabic
Ameni an
Chinese Languages:
Cantonese
Mandarin
Taiwanese
Toishanese
Other Chinese
Croatian
Fars i
French
Golan
Gujarati
Hebrew
Hindi
Hun gar i an
I ndonesi an
Italian 1
Japanese
Myer
Korean
Lao 1
Mal ay
Panjabi
..zeaAt
1 1
2 7 12
10 2 8 4 23 47
1 2 5 9 1 19 37
z
2 1 9
1
6
2 2
3 2 2 21 28
1 2 3
1 1 2
1 2
3 3
1 1 3 5
1 1
1 1
3 2 4 10
12 12
2 1 1 1 2 7
6 2 1 2 4 22 37
1 2 4
1 1 2
1 1
1
(Table 0.27 continued)
Language
Region/Division
ABCDPhilippine Languages:
Ilocano
Pilipino
Romanian
Russian
Samoan
Slrbo.Croatian 1
Sinhalese
Spanish 135
Thai
Tongan
Urdu
Vietnamese
Other Net Listed
Unidentified
Totals
1 1
11
Senior Special
ligh Ed. Total
1
1
23
1
43
2
3 4
3 3
1
1
273 144 272 179 158 506 314 155 1,537 3673
1 1 2
1
5
1
4 1 1 4 2 5 23 40
3 6
5
1
1 2
139 279 146 310 ZOO 170 522 346 184 1 734 4 30
Note. Based on Special Education Bilingual Program Survey (Form 21)1 February 1986,
9.9
100
Table 0,28
Number of Sec1al Education LEP S udents b I e of 1EP E ce ti nalit -nd School I
Exceptionality
Elementary Elementary Secondary Secondary Special Ed,
Full Modified Full Modified Modified
1EP 1EP 1EP 1EP 1EP Total
Aphasic 290
Autistic 10
42
29
Deaf/Hard of Hearing 8 176 49 103 336
Oevelopentally Handicapped275 275
Educable Retarded 263 6 140 409
Learning Hodicapped 28 768 28 302 20 1 146
Multihandicapped 24
Othopedically Handicapped/
Other Health Impaired 53 1 5 331 390
2 172 198
Seriously Emotionally
Disturbed 2 27
Trainable Mentally Retarded 19
Visually Handicapped/Blind 9
Other Nonverbal/low Verbal
Handicapped 3 18
Total 41
6 11 46
6 654 679
2 35 46
9 104 134
1 657 35 563 1,734 41030
Note, Based on SecialEducationBiUngualProgram Survey (Form 21)1 February 1986, 101
Table 8.29
Number of _Special _Education_FEP_Students b Language and S hool
Language
School Type
Elementary Secondary Special Ed. Total
Arabic 5 2 1 8Armenian 2 6 8:American IndianLanguages:Navajo
1
Chinese Languages:Cantonese 2 9Mandarin 2Taiwanese
1
Other Chinese2
Creole 11
Finnish 1 1French 1 2 4German 2 2Gujarati 3 3Hebrew 2 3Ibo
1
Italian 1 1Japanese 1 6KoreanLao
3 5
1Persian 1 1 3Philippine Languages:
Ilocano 1J.
FilipinoRomanian
2 1
1
6 9
1RussianSamoan 1
2 2
1Spanish 554 824 66 1,444Thai 1
1Turkish 1
1Vietnamese 2 3 5Other not li ted 57 57Unidentified 1 13 14
Total 581 919 98 1,598
Note. Based on Special Education Bilingual Program Survey (Form 21),
February 1986.
02
Table B.30
Number of Teachers Assi ned to the
Language and _Credential orrFluency
al Education Bllin.ual Pro ram b
BilingualCredential
District Fluency
AEnglishOnly
Elementary
Spanish
English
Secondary
Spanish
English
Special Education
Spanish
Pilipino (Tagalog)
English
Total
9
3
21
8
4 10
417
176
393
986
Note. Based on Special Education Bilingual Program Survey (Form 21
February 1986.
72
Table B.3I
Nurlualpararg_p_nberofBithialsServinSecial_Education LEP Studen
Langoagel School _TyPe, and Classification
Special Ed.c
Elementarya
Secondaryb
Trainee/ Adult/Language T ainee/Assistant Trainee/Assistant Assistant Volunteer Total
ArabicArmenianCantoneseFarsi
GujaratiHebrewHindiItalianJapaneseKhmerKoreanMandarinOther American IndianOther Not ListedPilipinoRomanianSpanish 297TaiwaneseVietnamese
Total 299
2
47
2
1
2
2
1
1
1
1
3
1
1
2
3
2
3
1
1
1
4
1
3
1
1
1
1
114 53 5 12 2
2 2
50 I 4 79
aBased on Elementary Principal's Summary (Form 25), February 1986.
542
bBased on Secondary Bilingual Program Survey (Form 23) February 1986.
-Based on Special Education School Summary (Form 26), February 1986.
10473
Table 8.32
Number_of Special Education Students Meeting Criteria for Adding_FornAt
Language
School Level
Elementary SecondarySpe
Educational
Total
Arabic 3
Anmenian 8Cantonese 7
Farsi 2
French 2
Gujarati 1
HindiItalian 1
Korean 4Lao 1
Malay 1
Mandarin 1
Other Chinese 1
Filipino 4SamoanSpanish 85e 7
Taiwanese 1
Thai
ToishaneseTurkishUrduVietnamese 4Other Not Listed
Total 900
2
60
66
1
1
37 9511
1
1 1
2
43 1,009
8
7
3
2
1
3
5
1
1
1
61
Note. Based on Special Education Bilingual Program Survey (Form 21),
February 1986.
74
Table B.33
Number of S ecial Education S udents Reclassified From LEP to FEP
11.Y_VoLtaaLkracils12
Amharic
Armenian
Other Chinese
Spanish
Total
Elementary
School Level
SecondarySpecial
Education Total
1 1
1 1
32 54 7 93
32 57 7 96
Note. Based on Special Education Bilingual Program Survey (Form 21),
February 1986.
n6
Appendix CInstruments
1 n7
f);itri
HOME LANGUAGE SU VEY
ENGLISH
leacher
The Calihuno Education Code requires schools to determime the lanimage(s) spoken at home by earth student. This information
is essential in order for schools to provide meaningful instruction lor all sunlems.
Your cooperation in helping us meet this important requirement is requested, Please MlSWet the loth wnig questions and have
your son/daughter return this form to his/her teaclwr. Thank you for your help.
Name of s odent .
Last Eitst Middle
Which language did your son or ilauriliter learn when he or she first began to talk?
2, What langiia ge does your son or daughter most frequently use al home?
What language do you use most frequently to speak to your son or daughter?
Name the language most often spoken hy the adults at home.
'State ol California
.Dootment el Education
.OPER4S 77.. 11.6178
(Enyllah Ap.,'":7r: 4,11
de
ignature of parent or guardian
SCUM I: STAFF DATA
C 00
Name044444.044.400,000.44400004400.4
LOS MELO UNIFIED SCNOOL DISTRICT
Roual'eli OA ti EV411140411 'cirandi
Elementary Bilingual Program Survey Form 20- SprIng 1.91);
44,44414414:44,,1acIn
dO
No.003609
F.444.44444444e4gi"
Circle one!A ri C E
iffrIrtarer m7sr-----RI 10 ee's None
re ntia a1vCr D. Language
Codei
1.
SECTION II: PUPIL DATA. X.6
umber o F P Eng7o171
chssraom
1.
TiE
,f19
.t me at this sc hool
6 or more hours Y No
Nomiler
ThrCMCIt(..9101._00 00/4-
(if _21.221121_,_.a
*0000444444
04441#01Pril.0
7117kt Langt71-17 ratriT Cair7117WrinVe7171coFluency Code* ( )
It II104,4414444141
2,
1. les No
1140400441101100A.
1.40.4000044**410 444444444
u m bofliJon_li P5
40,6ivioth04114PM
2. les No0040 0000
ta ,1aS5
Enrollment
PR tn Je1 nation
PIrTras 5: ess
Prolram Than 10
L's: Ir.R ues
Ei1#111 WI i If y Ifilotillilti 0 11 ill i la 0.01 I NOVI 1111040101111114Iffiroilit i ill 10111 filuilliiiiii!,".11.4.iosfiro 1410001 1 00 00 0000000000W,W."7Mil I 0/00 i .0 I 101101,0: 40,0,04040,1,0;47.7,
4174'414' ill'i Ito Ali til 1 -41-010III00000.0.0.000liffilIIIIIt il !At I! IIIIIIIIIIIII"IlittiIIIIIIIIetill III HMI itItititt"ilr"!!!,Milli trit riti 010101000000011010 11000""/"
1 fillif 0000014000.00.0 200,110001111000 01# 1 00 00 0000010011001"1"'"IIII,Iiir ) II III IltIlt tilIttlIII'19/_'_IP,IIIIII,IIIIi It I It ti itiffitillismg,""iff)lisl 1 1.1 if ilif if aFtefikfitil.M.011.1.iiIiii4riiif,"0i Ii1010 I0040000000000,0.0.10.112ii0I0I00 itc# tit link. iii#1#11.1.1111.u.kitt,11411711411"1"41i1.11V1 lit Viii78;iiiiiiii0:11111itilliiiim 10 i isti tiplitillti.Voiliiiff,J414111171 iii N. 01,) y isy 1:1 me-,14,4,47.041/sYifttkiiI I ii tiiiiiiioluliyi.w.vvv,iAlly 001 I v i ft II; ii 11.01.11ti ypill, Iti11, I 41,,,iif,ffilifVfl'f if pj Ittlitillialirillitltmil,/ },,;(111 filliiiittiolototrii 0100000viiiiiiiIIIiii i 0 10140 0000000111001/00000,0fill: iii i ill .1 0.1 it.i..kowiitstflulikki) ijitio.taillit Mimi 1 ipil ". Wililitifig411,",,,,."111olf
i i i NI A No 4: I I a II% t lij I i P If* i iii hitiyi 1 1(, f t litiiiiiillilloilkifi HIMc iiiii 0 it ill .0.001.00..10110.11 10000
it..4444"."'.LVNL'N.7.",":4`,#1471iYa!
.00004044
00144,,0m0.04
444.44.
Tmirgalmmturm
00.000000.00
0444.4
41.1.0410402
*Refer to _Instructions for Conillotiu jorm 20 for codes and Instructions.
DEIABF20,11S:r.
11/21/86
ins
(continua on reverse)
I
' 11.4A l'I'I'M hie/ 1:11 I I Nt'i Iy; A1.1
1 ";:',. I 41411/ 44444441,41
I WIWIWIYI i fern/ hyb, Iii1ill44444444 4,4 1p,4444,4,,e,,F,
ili'Viiii'11 1'011111 1:01,1/4:1,1,441,14:0,1,111,11
#1.4,
4414
III 4L1.4441111411 11111111,11114 4,I,4/4 1,4
71114' ''11 11,114 41'y 4 4,1,11,1,rhogglli(ii 1I;71V " Hi 111444 4 411 1}11411.111,4114 NI sli.I. I.,
MI MAI' ll 4 Ily I ;Ai Iiill
11;;If ylo wit I Vi.itillilliymii.,,,p11;1,WA 4414141441, 4111#04,1111:17=4.4lItry. ii
,, :0,4 77,74.4*,471..44.44,441,44,441444441144.1:4
A" ,1"11,71717171711114/4; if 01141A4NA/10 44114%;741.
iltk I :1 ofylv:14147/1110,4,444,7444:4:1:0:4441inyirt 4
11 .11111444 I le Ilii1717I Ali 4 4 4 h 7,411410/11,4;404,4
i"U"11:11 Iii liltili i 41444144 47474144444404 i 44 4 4 4 411
"Orr PIWOINtilii i it i Ii i i'l i 4 i i i lei i i 1.0 ,
IiiiiIiik:liitliI017;Willtlliyi'll:q141:141;74114FISIIII
II4 i 1II; 14 If ilk 11,14.141Aignitiryeytwgif4lll
1441:e44444 011#11Xi41" Ill Is Willatii lia 41;# 1 ; 1 I
I
4 1
I 1 I
I
I
11.1
ilil?Pialdilltilik1W4111.11/14://1111111;114141
11,414,4141,4,WARIVilibWill1A:18,
yre I'MAVIINIII III I OM 4 1 NI 111111W1 NI i 4 II,1I i ti 41,141, Mit 41,111ititglilio, ptiel,ill 14144, A
1114-if firfirdithilathilitilint ipairilifyy ,7
1 I I ,
81144
YIIIII4 tli ON ilitaigliNIIIIIIIIIIIVIAINI 41114y11414 illitlii
k: 11411 41411A4141414114414144441441/114 4 I*
1111141:1 If IIIIIIiIIMIllillit011114111441141 itifiliiIiinittli.41 ifil iffifiti IIII44441111111ffiliiiiiill 1 1 ,eisait ell: 711,1:11,111,417:4441:41:ily.741.411:11:11.11I I r lif vow Ihilif IV.
V/110114:440f1:44444:144144:1141:14:41.4:41:4411;41444.11.:44::::11/4"4:41414;41 "1:::::11,$4:4Yliy,
11,44:11, 11.4117:41 V 114i:11711 4144414414414747:44111,41114:4,44:41,Iftlit III 441IiiIIII:44.441 44h:I41Y Il:14:1711111411 141444044W/4
ii4IIIYPIII 474 1141I14441/114141414V4i4:441:4:474:4114,41 I 7 II(411141:%11
1-,111111114111471711414:11141141:111411441 114 III 4 444 441414 lifil i I A11147444 Iiiii 1
1111444,47,11:47,471717:474714% l'I74741,IIIIIINIWIWIFiffi'i l'hii,,41,14,14111, ti 41114141,141,111.1,1,14,1,1,1111141,11141 I, 1411,4 ill 4 I I I I 4 I i I 41
4 I I i II fkIIIII41444
, I I
Lln hirraLES UNIFIED SCUM DiSflltI
Research Ind Evaluation Branch
Special Education Bilingual lirogram Survey Y.12 futh 1911(
N? 2101278
MI ipeclal educottho certlficated stiff with fluency in a language other than fnglith and special education register,carrying teachers (SDC)AN LEP students will complete Section I of tMs form.
SECTION I: sTArr DATA
[gat on
Code
e
(IR it! tilm44PW.7.17:717Z
u
Yet N
MNP'7'tt
re n d oe tin age
SIMON II: STUDENT RATA, K.12
o, of part c.It.ng stu entsbilin ui trnnhii
-
4.1114...1-1-14111114101111111444111114114111111111111111/1111111111111111141111414111114411114414114/1111,11141411111414414$141114//Iiititti1.1r.11
111111111111/1t4
Welilrad4WIMOON8a40
rHuiloyec
mber
17B11517'Circle one; A
ss pentCode
et dnguaqe
Fluency toile*
1,
2,
II2.
ses Angus
Students?
1, Yes No
2, Yes No
er o L P
students on 1thtntin
E El 1 a t Enrollment
_ C es tli on
Eng,
Reedi
Ill I 444 II tit 4Iii111111. 1441
401 I .11 16111 141/4441 4 7411444444444 A. 11 II 1
,11011!!iiii111.1410 0 00 .00.000,1110 If14 I 11114144,1144M4 14 111011441110444MM 440 414104111,4
144
1111111111111111,411141 1 11114::: 1111 III111 111141 0111101 ' 40 I
'..!, 444141444444,11414i.. 11 4 11414 111.4 111.II la" 00.01..011111 .tiA
riCiiiitkit I
1 14. 1 1110014 .1141 11111.1111 144.4u4iiii4(t4440 4 4 4441 If Mt l tit
011' ..1.01101t0ii1.1.1 .1 Ili iiintH I I.
. III. 144O' ''
I II liii, C too 4444414
1
111 HI '4 0000000144444441m4lI 44-.41,14P PI.
I III 140000,1 .iillilfl!:iIIIIIiIIfI.IIliIIII4I4$IIl .: 0 y'01 in -0 iiit414i 4400:401141 41410.0.040 I 11111114 1 1.111111 1141/ 11I1 4411 41111141i 41111, 1111 1111111111111111111141 111.4 III 111 I Mt It I.ttif t}'
11 144. 44 101444414i4i44 11440 1! 14 40 4 11411114 , 1 40 1404014 4411 4401 141 1.4.41114144111 10111
,1 1 111411.1 4 1 i* 11.0 ' 41111111 14441144 AI fifittii! "lifi: 1
! t140)i44 4.111 1111+1et01 FI4' 10.l it . 411 11110 1111 1111 '1 110114
d.t:iti:tip-$11411.4041111!: 11.41 1,11411:11114.14.4.111 11111,1,11:10 I :1.1°1 11:4:1 1-4:
1/111140141 .:40 141 0.11 404.11.1100. 11444 00100/1 044;
I 444'144 1414 4 .{1111111 %1141:1 4114., 14111 t 0 ! 1 1 1100 p ppm!
00111111ir. 4, 4,4 .1.101 Pppippl.11,11, iii 1411
li114117141111"1":11111%11111.%1111111. .1111:.1% I 1% i110 44:4 i1,111 1 1 11 1 II ! 1 I I I tit ii4 4 41!4I-of
1441411_1111i1111M 0041 111011110 111101 11001
If11110 4
. 1.;. .
:
1 . . 4
4
4 0'040 0110 144111411 !!!!!144 11111114. 44. I 44 i
11111111. Mt fitti 4.itt+it ttt I tItwt tultlItttitt t,141 11140414 0. I 4. . I
I 4111 11 1 1 fiii0111 111111 1 411441 111 4 14111 4411i/41440m,
111 11111111 III!!! ! 1! /I ill1411 1014II i 44 i P.. .... 40444 1I..1,04,1 41 Pl.ftillflitil.
'1.
'4%
4.11
1171111 11411 12 '1' 'I'?
111101011 ili1 001100.00 4011111111111111M 1011114 111010 0 .000. 4! . I 44 ! 1 111 i 110 fi,,
MI 41101111 1:1144441141 141111 1111111111ti 11.114 .4. 4 ! I 11 M. 11.1 4 t. 1I101111111111 1111411 1.4.1 1 . 1 111 i 144111 111411 .1 11
010111 0 It! IllIlIllIlhIlili 1 010011011iiiitil miiilfiiiii i .0 . 111 4 11111/ WWI/ 1411 !
1111 1 111 11. 141 4 me 1111111 411 II '111 It! 14014101 111441 44. II 1 44.. 1144 .4 0 0 1400
(+0,40 I It 0 0.111 . 1101 1 .111 ! I ill II1411111 flt I
if !IOW I0 I 'II III. III! fit MHO4444 14 44 444,444 4 !!4t 4 01 HI
Refer to kistem letin for codes dnd instructthns,
1EO3P21,861Cli (continue on reverse)
114
SECTION II: STUD 111 DATA (con Wed)
0114 Class 1LPs: Less Us: Par,Pr ram Than 10 Re uest
o a PrimerTiTtrun Eli, Mode 011, Par,
IEP IEP Id, NON LTD ivIrir -2r14 ,t
ik 4.4.1..141 ito II 144.11 4.1
.411141141 +nu lir1.1 .... III 414 14 Jill 1. 1
%.1.1,11," 14", 'ow"' ,1,11Yi 4",. 4 411111 Ili I 1.1
P. lit. 4441 4 4. .4. III
1 . 1111114.41(14.01 1 HI 41111110I 4440111111 ii
ih,4,4,4144:y11414%.,,,,,,,411410.,1441_41 1.111 1411 4.11,4141114 411II411441
1 44.44444illi4al 1 0
I. 14444 1444 .1.1144144.4 411141(4310AI1 414 14 It 1 '1141144
-1444.... 444i 144 1411111 1 1 441111410
lath ItUll1riiili1,4%111114,1"" 0.44111113%jIt Ill III /II ilii1141 I I ..4.1 41111111,11,
;1; 111441/II 141: 1114/14444, 111.1141114,,III
1;111171,4411/,141hytir44,4., 44A.111 40
11111111014444444114141444144 1141414W II IIrr1 1 I .4 Ili 4 1.1 t tt .1.
liii.1 mot 14,1 i.o to 4144411114i 1 I I 0I 4144I Ili I 014 I IIll, .1.1 1 It 114.5444444 4 111111t I 41o441-1 .11 4 ti Iltliti4.. 1111 I 111 it/I1111 1 1141oo I t. to. iti ....t
1111111 i
41411 . 14 414 I .. 141.0 1141111111111 111. 1111 1 1 1111111 ILI I
SECTI N III: PRIMARY LAMM INSTRUCTIONAL
SUPPORT PERSONNEL
Personnel
Cod
um er
of
Personnel
Eng,
Re d
mer,
M. tflil..Bl3Ck IIIii, WhiteLAWN
'11 1 4 ii i ill 4of41 , ill1 11-14 141111 41141 411 rrr "will+ I. 41 i' iiriltiilli,11 1 1 It 4 lit II it 1 i 1 WI!11,1111,;4111,4;141 11 111 MI ijalitki,liiiiii 11 lyviyilir
1.1111111 1111,11111 11 71 "IIII1 Y11141111 1 1111 111.14 114141411ifi ft 4444 4 '4' .. .1.1. h... ., 1 . .1 11 1 1.1 1
1141111 1 11,14,11 l
'11.,,,,; II% il. i 'IA io
I
.11118i
1i4,1111 Ill ill 4 1
.
. 1 '1' 1 11 1141 1 1I'1 11111 rT'4 11 14 4 4/r 1111(111 .440... .. . 44 1141411.11141 11 1111 I ir 4 4 1414
r 1141 .4 1.411 Illittli 144...... 1 4 4 4.4 . 144401111111 4111111 11111 1 1 11144 ,
4 1,1,1 I 1 01,11 141. 4110,4. 1, 141.44 t 1 I.! 1,1 ', 4,11 114 Illy tl
Hi lIot1i4444;;1114,4.144.444444 1 .44 i 41144.414111444 411 I. .r 4 4. 41 11 1411 .
1 11 I 44 45144ilti4 ilosto1 ttotri 4
.
.144
. 1
i'itiiiiitti, 1t 14i
0,411,11,114,104.00i1,111.14114441.4.i.i 4, 04....,..144,1.1,1)44
1 4444144i444.4....... 4.14.44 .4 .. 4 4 4114.11414
44''111i ill f 111111414 r, r 1 441444 1 tt .4I''' Y1111:1: I' i I: II 114'1'1'641 111144.41 1 4 lillit it 4 It ...41-fil 14
ulotittkittit1111111 Pt i ti It lilt tilt st ttttti.111 4 o I. to 11144 4. .4 4, I lit 14. i
114441.414111.44., Of 40 !It.1 tttItt t .. ....Milt14 111 .. i it ii .'11 . i o 14 i iii it. 1
'1IIII I'''''1,1441',111'1,1.1,% " II.,., 1,,.. I I. 1 .44 Ii, l'.4,,"."1 11",.4,1111 4111141.11.4t 4 i It. 444..4 i ri 4 iti 1111111.4.A .f ... 111.411....... 14414 . 1 1 .... !If 114 1
ili "I iiiiitilittillifiltilI,III .4 i it ili'l il iI 4":1Y4'411'1"rid 1 4 I 41,41 4 1114 4 4141 IIIll 1111111111111.111.11II1111111 I 111 1 I. 4141411
I 4.114444.1111114011411! 1111 41'11111 'III/1414444444-II 4 .. f11144111 L. 4 1414144 .4 44 14414441.111 III
Personnel Descripti
F r Code 13 Onl
Person to call at school regarding this f r if n ry:
TeL No,
SECTION IY: LEP STUDENTS FRON OTHER SCHOOLS
Grade
39
Lang.
Code
40
Sendin, School Name
Location
Code
. ..fillThWY°.,11,....V P.i. OPP". . 44441 III444 I 1f11 119111 ii Mil 1111 . 1 . IlItival.11eWW1`, t., ,141`; II, .1%1; V, 4,1;14444,4441 !IMMO Hill r al+ ir riIrtir 4 i 11:1140111 rr III 1111111,1yrytIvirly.11414
11111111.14144"..444414 44"" I " u "11111111.11111411:14"11114141%11-1111 11111 '14/MI411111d : lIii14114144.4Mliti ift0IfillIIIM II IliThlii-e% ' '.'; 11, I I" ,°.° i I " Ill-I Fiiiiii 4 4 illi Iii rr 104 for 41-1441414 4 II 14 1411; ,
4,4,9N:1,1,1,1)11ml ..I.I.I., .1.1111.11 III 4 rill r- II 114 ti 4 ir ;It '1 4441 11 1 II 44 4.44. '
' F. .."1.1 ..l.' 1.1.11".... ...H.."... .. ..... . ........... . I ....44.1.1)1111.11 1.11.1141411111 1111
..........." ....... ..... ......".44.4.444.0410440044001/104411411400400(fl 0( (10144404(((mil,,,mfo,f,,,,, fi I,41444.4 4 144441 4 r 4-4 III fro I ;ill I 41 r 4 44 r Ir 414 . I 411. 14 I 14 ;; 44444ilo 01,41 II141 Iiirlyrrillrolorriororrir1141.1r.rtro N.0)1,444111% ii.i.VA11.43.144.14111. 41,111.1# /if 4 I 1 1041,0,01illiVt,'::PI,',1,11'P- 1141,411,1%4 ic 47/4 4,11 i i, 4 4 " II 1111111 111,14414::14:11,171.1 4 444 I* 411illii,,. 4 444444 44 4 4 4 4 44' 1141144,1,1141,11111111111111111,11,114111IIIII,4 44,41 f 11,11
1111111 44111 41111 I W111.4;111(144iiiiadtifiaW411,11.ilhfIlI41 lit 1. 4114444114141411411111114111414144 If III14.104111 ...... . .4. . . it 'tit i lilt. 1 !t I t to 4 4 if ill 1 tit i. 1 II 11 11114i4.4.....11411 '4.14444 MOM.144114o ttOtt44.4.410111I4.110ivii/11 ii 1114)21M 1 1 4 1 4 1 0 i 1 . . I I I i p . i t " t t o . 1 4 t i I I I MI 1 tit Pt Mt II 111W
1..1.1.1P,W.Y.,1,111.111.11."11"1'111111 111I11/411t1,1111,111/IIII111I111.4414, rr 14111,Iirwrirrilimllrorrirrri 14 1 1'''''" ' 4'" ' ' ' 4 4 . .4 144 4 4414 4 .4 4 4 4 ti 1 i 44 4144 1 III 41.1414 41 (110440i'"*"....." Mr" ..."4.44......1.0I04.44414.4144.441.1.44444.44 I 0 II1 111141444.444.1441101444 It 111I111414 ai 114'111..1 4 ...... ... 4 . .11 iff 1 1111 I 11 4 t II tii i . r . 14111 1 fli kit itIr 4;444..114111......'"..'"" 41.."4.44.4.1.4114414414440iiii4.1.4........,44.4.1.041. 11144.4144.4.4144110411.4.41111114404 .44401.4,14411 4 4444 I 4 I I I 444 141 4 1F11 4 t);14,,,,,,,,.. 1111111 1,1141111 I 11111 41IIIIIIIIrrilorrItir' it' IIIIII' 4-4444flii ill ii 111.1.11.4. 4 . l'..1.1.1...I.I '4,-1%Y...4.444N V.; 1.4.
..1"44.7.' 11"" " I i 11111 "1i 111111 it 1 I, 41' 'Hit! . t 1 I. IllitillIt I HI III .10 i III 1111111:IN-7"...." ........ ......... . ..1.4+1.4.111111......... 114...11 1141.14 444.4.4411.41111I1144.1.44 mit toti it tit?AV...1, . 1 I . t , I , , ...04.444.44 MIMI, II II 4 . 4441 1444.4.411 III I I 44,4, 44,4444.41.114, 144. 11411.4 414111401i.1.1.4141.111411I VII If 1'1'1'17 III "11,11111111111444'4W lii1"11 141 411 11141 1 1114111 i Ni1i: I II III riYI 101111,1:NI it 111114111iiIiI111I :111i-11111f 1111111141 11111 1111111 .14411,41 '11Iii 441 111-$111111 '11 l'II II l'i 141 ir 41 /II 4 Itiff......j 4,, . 4, ... ..1111itt 1 1 1 11 It t IIIIi4111111111444140411 ki III111,11/11k111101111- t IMMO/WWI irk, ill111 11111141441P1,11+. iili 1 AM! 11111.11 I 144 1 till I 1111/1 I I I ir I 1 II 1411 4 IIII111111II r4 I itif It I12.',1,141.1 11.1.1..1..1111 11 1 111111 1111 M111141141 11 itileilItilitlf Mt I *1111111,111MM 1.111111.41 444 .11.111.747,....11,1",',11. 1,1111 11111 11 I III !JIM 1 11111 1 I 1 It III .i li Ili I 1141 .1 I 44 I .1011 It. (ITAW4',P,..",,......: ,4..,,. 4,...........1111401.44I40411 ft..444.......4.......44.11/1 II 11111141141iIiill400,,,,,im nii(1,144,,g+-ZiVi ' '4".° 41°' .". -. P41.4444.44..4.1.1.,P.11 .14.1_ 11.11 rtri 111. _4141.1.111. IA 0,1 ki.I.I.11.1.0.I.I..1.11,419,i
I certify that the informa Ion entered on this form Is correct to thknowledge and belief,
Teacher's Signature
1 1 6
7E'5"
LOS ANGELES UNIFIED SCHOOL DISTRICT No.
Research and Evaluation Branch
SECONDARY BILINGUAL PROGRAM SURVEY - FORM 23
SPRING 1986
School Name: Location Code:
Region or DIvisIon A B C D E F G H SR Schedule:ABCD(circle one) (If appli -ble, circle one.)
11
Type of School: Reg. YRS Mag. Alt.
(circle one)
Reminder: Use No. 2 pencil. Do not type numerals.
SECTION 1 STUDENT_INFORMATION
Directions: Enter the number of identified LEP students as of February 22, 1985 for
.
items A-K. (Year-Round Schools see Instructions For CompletingSecondary Bilingual Program Survey - Form 23, for dates )
8 LINGUAL PROGRAM
1. Number of identifIed LEP students in bilingual program.
ESL PROGRAM
1. Number of identified LEP students In ESL program.
INDIVIDUAL LEARNING PLAN
1. Number of identified LEP students receiving bothESL and primary language communication on an ILP.
2. Number of identified LEP students receiving ESL,but not primary language communication on an ILP.
LEP STUDENTS AWAITING RECLASSIFICATION
1. Number of identified LEP students no longer in ESLprogram or Individual Learning Plan and have notpassed all reclassification criteria.
:,-TOTAL, NUMBER OF IDENTIFIED LEP STUDENTSIloraronmwrwrr''--1:103;BF23.86:CH
7- .11/25/85'82
School
Name:
F. IDENTIFIED LEP 9TLJDENTS BY RACIAL ETHNIC GROW)
1. American Indian/Alaskan Native
2. Asian/Pacific Islander
3. Filipino
Black, Not of Nispan c Or g n
5. Hispanic
6. White, Not of Hispanic Or g n
TOTAL LEP Students (must_eive_ total for Item E,at bottom of page 11
SPANISH PREREQUISITE _SKILLS_SUMMARY
1. Number of Spanish-speaking identified LEP studertswho were given the CTBS Espanol, Level C.
2. Number of identified LEP students who did not passCTBS Espanol, Level C, and are currently enrolled inprimary language communication skills.
Number of identified LEP students who did not passCTBS Espanol, Level C, and were withdrawn frombilingual program by parent request.
LocationCode:
Schedule:
LEP STUDENTS AWAITING RECLASSIFICATION WHO HAVE NOT PASSED CRITERIA
ASC or TOPICS
PAIR or SHARP
3. WRITE JR or WRITE SR
4. BINL
Item not used for this survey.
SchoolName:
LocationCode:
Schedule:
IDENTIFIED_W STUDENTS BY LANGUAGE AND GRADE
Enter the total number of identified LEP students by language and grade.
LanguageLang,Code.
GradesTote
7
8
10
12
3
14
IS
16
17
18
19
20
21
22r_
Total
If addIt onal space is needed continue on next page 3b. Put the total for page 3aat the bottom of 3a, and the total for page 3b at the bottom of 3b. The sum of 3aand 3b ust equal total in Item E, page 1.
*Refer to ndix s: Languages and Codes List. 1 1 984
School
IName:
LocationCcde:
Schedule:
IDENTIFIED LEP STUDENTS BY LANGUAGE AND GRADE--continued.Enter the total number of identified LEP students by language and grade.
Sum of 3a and 3b must equal total in Item E, page 1.
*Refer to arridix El; Languageq and Codes List.
SchoolName:
K. NTIFIED L BY ESL LEVEL AND LANGUAG
LocationCode:
Schedule:
Enter the total number of IdentIfIed LEP students by ESL level 4nd language.
n ngor Level 1
(3)
n rmeor Level 1
(4)
vanceor level 111
(5)
additional space is needed continuebottom of 4a, and the total for 4b a
qual total of A + 5 + C, page 1.
*Refr to ARtendix 5: Languaoes and Codes hit.
ge 4b. Put the total for page 4a atbottom of 4b. Sum of 4a and 4b must
86
121
['School
Mame:
II
LocationCode:
Schedule:
K. IDENTIFIED LEP STUDENTS BY ESL LEVEL AND LANGUAGEcontinued
Enter the total number of identified LEP students by ESL level and language.
eg nn ngor Level 1
(3)
rme ateor Level II
(4)
vance_
Level IV(6)
Sum of 4a and 4b must equal total of A + B + C, page 1.
*Refer to Appendix_B: Languages and Codes_List.
22
School Name: Location Code:
Schedule:
L. SUMMARY OF EP STUDENTS FROM OTHER SCHOOLS
Enter the total number of identified LEP students attending your school
from other schools.
OTHER SCHOOL
ProgramSchool Name Code Code*
Number of LEP students sending schoo
*p codes: Code
1
2
3
4
Program Descrtption
PWTcvPCAP and CAP/PWTSZ
88 123
ISchool Na Location Code:
Schedule:
FEP STUDENT ENROLLMENT AND RECLASSIFICATION DATA
Enter the total number of FEP students currently enrolled at your school by grade.
For reclassification, enter the number of students who were reclassified from LEPto FEP between February 22, 1965 and February 21 986 at your school whether ornot they are still there.
cationpec.
Educ.
to Appendix 8: Lanvagos and Codes List.
additional space is neededi continue on page 6b. Put total for page 6a at theof 6a nd the total A214,401_6 at the bottom of 6b.
School Name: Location Code:
Schedule:
M. FEP STUDENT ENROLLMENT AND RECLASSIFICATION DATAcontinued
Enter the total number of FEP students currently enrolled at your school by grade.
For reclassification, enter the number of students who were reclassified from LEPto FEP between February 22. 1985 and February 21 1986 at your school whether ornot they are still there.
MEI 111111111111111111111.11111111111110.1111111111111111111111111111111111111111111111111111111111111111111111111MIIIIIIIIIMIIIIIIMIIIIIIIIIII111111111111 111111111111111111111111111111111111111111
I IIIIIIIIIIIIIIIIIIIIIIINIIII MI al= 111111111111111111 IIMIII
MIIIIIIMITIMMIIIIIIIIIIIIII 1111111111111111 111111111 ME29 EMI 111111111111111111111111M
I 11111111111111111111111111
I 11111111111 ME32 EMI IIII IIIIIIIII I
I 11111111111111 MEI Mil I MSI IIIIIH =III 11111111111
I
111111111.1111
1 I
I
Total
*Refer to Appendix 5: Lengyegfs_and Codes List.
6a at bottom of 5a, and the or page 6b at the bottom of 6b.
125
School Name.
PRIMARY LANGUAGE BINL
Enter the number of LEP students who were adminls
listed below and of those, the number who were
o.
AdministeredPrimary Lang. BINL
Location Code:
Schedule:
d the BINL in the languagessi led as "NON".
No. of LEPass f1,1 "NON"
.91
126
I
1
B
I 4 I
#
11.41
t1411;1141ZMITS4LIZEI
Mill 44 I
M14.11111.' . I
=MIS 1' IM I
. .
IINMPE I 11141141SV1111:11 44
1111714 ri
11111arrin
111=17114111
O I
I.
#.4 I 0
a
6
0 ..4e .
* 4 4 0 0
.4
. #04....
0
ff.0 .
.,*64*** # 4674*...70.4.*0.........0.4.1
494 4.f 4 4
00. . 0 f .60 a
a's .09
f
Y.....` . .'. ..''.'. . .
.4. *6 # 6 6 *. .6.6 .6 .6.6 .6 .
a 6,16a m a
t . 4 . 4 0 f 9. 609 9 . ms 1. .....
0 a a li..0407......0......*....:::.446 .................................0.0.....w..,........0...
S 6# 0 0 0 iI 0.4...0.a.0.0.00
a
" "
4#044 .00. 4 0 4 le g
00. 1
.4444 4.0...0.0 #flt
School Name*
SECTION III - STAFF INFORMATION
A. CERTIFICATED BILINGUAL PERSONNEL
Enter undyPlicatad count of certificated personnel serving LEP students of the samelanguage.
Location Code:
Language
Lang.Code
ng
Cred.Cert.Comp.(2)
eac
Dist. Dist."A"
Level Level(4
ng.Dist. Cred./ Dist. Dist. Dist.
Cert. "A" "B" "C"
Legel Comp. Level Level Level
(6) (7) (9) (9)
Amnia!)
Cantonese 22
3 Farsi (Persian) (61_ _ _
4 Ja anese
Korean
ndarin
45
4
2
7 P 1 a o 62
8 Russian SU--
Samoan (69)
Serbo4roatian (70)
11 Spanish 60
12 Vietnamese 8
ESL TEACHERS
1.
Total
Enter the number of the o owing ESL teachers who are currently teaching ESL classes:
a. Type
b. Type II*
1*
...WWWWW]wmilmft
TOTAL
o apendix A: for Definition of Terms .
93
c. Type III*
d. Type IV*
128
School Name
LocationCode:
Schedule:
C. BILINGUAL PARAPROFESSIONALS
REMINDER: Report only paid personnel who are bilingual/blilterate in the same languageas the students they serve (columns 1-4).
Lang
Language Code
ngua flgua
Crossculhural CrossculturaAides- Teacher
Oist. Sch. Assistants(1) (2) (3)
Spec uc.
Grosscultural Bilingual BilingualBilingual Peer Volun-Asst/Trainee Tutors tiers
(4) (5) (6) 111
T T
11,
7
8
9
10
11
12
13
14
15
16
17
18
19
aR
Total
er to A--endix B Lan ua es and Codes List .
bRefer -o Appendix -A: Defin Te
941,29
School Name
SECTION _IV - COWENTS
locat Ion
Code:
Schedule:
SECTION_Y f_PRINC PA-'S SIGNATURE
Person to call regarding this form, if necessary:
Phone Numbe Date
I certi y that the information entered on this form has been verified and is correct tothe best of my knowledge and belief.
nc
130
LOS ANGELES UNIFIED SCHOOL DISTRICT No.
Research and Evaluation Branch
SECONDARY BILINGUAL PROGRAM SURVEY - FORM 23 - OPTIONS
SPRING 1986
School Name: Location Code:
Region or Div s on A B C U E F G H SR
circle one)
Type of School: Reg. YRS Mag. Alt. Opt.
circle one
Schedule:ABCD(If applicable, circle one.)
H Reminder Use No. 2 pencil. Do not type numerals.
$ECT19.14J STUDENT INFORMATION
Directions: Enter the number of identified LEP students as of February 21, 1986 foritems A-K. (Year-Round Schools see Instructions For Comple ingSecondary Bilingual Program Survey - Form 23, for dates.)
BILINGUAL PROGRAM
1. Number of identIfied LEP students in bilingual program.
ESL PROGRAM
I. Number of identified LEP students in ESL program.
INDIVIDUAL LEARNING PLAN
1. Number of ident fied LEP students receiving bothESL and primary language communication on anTET.
2. Number of identified LEP students receiving ESL,but not primary language communication on an ILP.
LEP STUDENTS AWAITING RECLASSIFICATION
1. Number of identified LEP students no longer in ESLprogram or jndividual Learning Plan and have notpassed all reclassification criteria.
TOTAL NUMBER OF IDENTIFIED ItEP STUDENTSITOTAL OF41.11+C+D A8OVET
DE03;8F023.86:CH1/13/86
131
ISchool
Name:
IDENTIFIED LEP_MDENTS_B1 RACIAL/ETHNIC...GROUP
I. American Indian/Alaskan Native
2. Asian/Pacific Islander
3. Filipino
4. Black, Not of Hispanic Origin
5. Hispanic
6. White, Not of Hispanic Or gin
TOTAL LEP Students (must equal total for Item Eat bottom of page )
G. SPAMIGM PREREQUISITE SKILLSIUMMARY
1. Number of Spanish-speaking identified LEP studentswho were given the CTBS Espanol, Level C.
2. Number of identified LEP students who did not passCTBS Espanol, Level C, and are currently enrolled inprimary language communication sk lls.
Number of identified LEP students who did not passCTBS Espanol, Level C, and were withdrawn frombilingual program by parent request.
-H.
LocationCode:
Schedule:
LEP STInE.NTS AWAITING RECLASSIFICATION WHOHAVE NOT PASSED CRITERIA
I.
2. PAIR or ---HARP
3. WRITE JR or WRITE SR
4. BINL
tem not used for this survey.
2
SchoolName:
LocationCode:
Schedule:
IDENTIFIED LEP STUDENTS BY LANGUAGE AND GRADE
Enter the total number of identified LEP students by language and grade.
If additional space is needed, coh nue on next page 3b. Put the total for page 3aat the bottom of 3a, and the total for page 3b at the bottom of 34. The sum of 3aand 3b must equal total in Item E, Page 1.
*Refer to Appendix B Lan ua es and Codes List.
98 133
choolerne :
I.
LocationCodo:
Schedule:
IDENTIFIED LEP STUDENTS BY LANGUAGE AND GRADEcont1nued
Enter the total number of identified LEP students by language and grade.
Sum of 3a and 3b must equal total in Item E, page
*Refer to A ppendix B: Lan ua es and Codes List.
99 134
SchooNam
Loc4tionCode:
Schedul.
K. IDENTI.FIED _LEP STUDENTS By ESL LEVEL AND LANGUAGE
Enter thn total number of identified LEP students by ESL level 4nd lInquage,
Vanceor Level
(6)
L_
If additional space is needed, continue on page 4b. Put the total for page 4a atthe bottom of 4a, and the total for 4b at the bottom of 4b. Sum of 4a and 4b must
equal total of A + B + C, Page 1.
fer to Appendix B: Languages and Codes Lis
135
School
IDENTI1ED LEP STUDENTS BY ESL LEVEL AND ANGUAGEcontinued
Enter the
LocationCode:
Schedule;
tel number of identified LEP students by ESL level and language,
ntete_or Leve
(4)
vance
or Level IV(6)
Sum of 4a and 4b must equal total of A 4. B C. page
Refer to Appendix El; tanguages and Codes_i._st.
101
School Name:
SUARvOFLEp51JDENTS FRON OTHER SCR OLS
Location Cod
Schedule:
Enter the total number of ident f ed LEP students attendIng your schoolieom other schools.
OThER SCHOOL
,SchoolAame ,
*Program codes:
LOC.Code
PrograCode*
Total
Number of LEP students andlnq schools
2 Total
Code ProqramDescrjptIon
1 PWT
2 CVP3 CAP and CAP/PWT4 SZ
102
#
4
I I L
I
#
. I
a
V
1
............
a . .644 4 ...........0.4.w...4.0.0
.0.0ift*
4 4 4 4 4 t 4
a.
.4
......a.a.a. 4 444 : 1.3.47F7V71.=
4 . 4_11_0_..1.%4*.
s'A.4.4'...........:4:5:.:
....... ...
4 . . 4 . f
..
......'844*0444.......'
.......... .........0.04
.a. .a. 444
4. t 4 f f
. . 444 0
44* 4 If. 40 9
.0 A tm.f. t 1
i A.040.1 .%%%%!. 44.4. ....i.i
4 Ia I a
- 1
I ..... ire ji
.7.....*....a... .....m...
1yr1o1.0.0
- .,,. .........44..,=0.1.4...040.0.r70 . 9 f
1 %.....%.:47.4 vv.:0,a....
-- .7.............._
....X.F..X.:0.1
tv........4 1.#00_90.
%....%%%%%...1
. 0 9 if r t a * 0 4 04
.....9.471
4 4
441,0041,4 74.07***.4.4.4;
,00 4 "WW1? I
144404#4441
NWAree:**4/ stmt.. t
000.1,00 10,0 * 0.01.0.1
74%.
4.4 1 44401f
-
a a
1 0
11
E MI
Mil Mill NMI MEI MOO MIN
a
I
a
" 1
a -
h 01 Name:
PR MARY LANGUAGE BINL
Location Code:
Schedule:
Enter the nUmber of LEP students who were administered the BIN_ in the languageslisted below and of those, the number who were classified as "NON".
Language
A nian
Can onese
Korean
Lang.Code.
22
49
_Spanish 60
Vietnamese 83
Total
Administer dPrimary Lang. BINL
No. of LEPClassified "NON"
40
1
OS
PM
.
0.9
4IIII
MIM
PIII
IIIM
M11
0119
9111
0111
1110
4941
1Milm
l40
04
4411
9'11
1194
4449
4414
4940
911
1944
04 4
0141
1004
4041
0141
1144
4191
409
4041
4144
449
4149
9040
1041
1149
9440
4444
4440
4444
0440
444
4440
0444
4404
4449
4449
940
400,
4414
1444
1.11
4144
110.
1194
,"4.
1011
.140
444,
011.
9.06
41'
0944
4140
.411
0.9f
444
1,44
44,0
1114
4161
1044
0044
4440
9940
4014
961
,644
1111
1140
1,11
1611
1144
4004
4444
0448
4141
,444
44 4
901,
4944
4914
4441
4411
411,
4400
0444
4004
044
04,1
0440
440.
4014
4010
040
4111
9.44
011,
94.4
440
1,40
0444
4111
4041
111.
4014
4444
:10Y
IY::4
1"*4
1.'..
1474
4444
%1
1,44
1,44
41,1
14,0
11-4
4411
44,9
4441
111/
144p
*411
4444
4,04
1441
I44
M49
44,9
1911
1 4,
4441
4.44
110.
1440
414
41 4
4444
444
4004
014
4440
00,4
1.04
,104
1110
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1,44
04.4
4,44
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44,,,
444
4444
0 44
04 4
1141
,440
,011
1414
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1144
404
4040
4IIP
PO
W1,
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0,41
41,4
4400
4,41
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4441
0944
114.
044
411,
94,1
194
40.9
41i1
04,1
,111
1441
6111
4441
-440
4441
1911
114
1111
1411
1444
11.4
611,
1111
1,44
,411
4,44
1444
-114
4 44
4160
11,4
4011
404
4/04
444
14.0
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4 44
141
401,
1440
1,14
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4444
4,11
4410
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1114
4,11
4 i4
404
404
4111
1140
41,1
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1444
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4144
0111
,944
4444
4444
4 44
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41,4
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4441
,10
44 t4
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404
61,
4144
144
4444
0444
4444
41,4
4441
,444
1140
0M41
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4404
0441
1444
444
994
4 40
0441
1,44
444
44M
OP
4 4
4 *4
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4 45
,410
4441
.1,4
411.
se44
4M44
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*404
4444
04,4
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4w41
44M
4440
4.44
404,
40M
,4 I
4,44
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1,14
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1010
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41...
0444
,144
,444
44 4
4,44
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*.ol
li,4
4411
14,4
4$04
4444
41,4
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4414
4444
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1144
1104
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044M
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441,
411,
144,
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001
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FO
MM
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*04
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100
101,
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41. 1
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014
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44 1
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4.47
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0741
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* 40
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lmO
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4.4%
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,' 1
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7474
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.10.
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4741
Y1
pchool Na
crcTION III - STAFF INFORMATION
Location Code:
A. CERTIFICATED BILINGUAL PERSONNEL
Enter 1111114211Cat04 count of certificated personnel serving LEP students of the samelanguage.
LanguageLang.Code
1 Armen
2 Canton
3 Farsi
SKorean
8_Mandar1n 26
7 Pi li_pino r(Tagalog) _162)
8 Russian (55)
9_Samoan (69)
19L Serbo-Croatian {70/
11 S anish 0)
051
Vietnam
Total
ESL TEACHERS
1. Enter the number of the followIng ESL teachers who are currently teaching ESL c ses::
a. Type I* c. Type III*
b. Type II* d. Type IV*
TOTAL
Terms .
eact Nnntea inggiTing.Cred./Cert.Comp.(2)
Dist."A"
Level(3)
Dist.
Level(4)
Dist.
"C"Level(5)
Biling.Cred./Cert.Comp.(6)
Dist."A"
Level(7)
Dist."B"
Level(8)
Dist."C"
Level
(9)
*Refer to Auendix A: for De
o
e
_
g
4
.......w4
4ii. .0* 4440444. 4 4
e4.:44..44440.0. .44
. 4 4 4 4 a.04.4. 00.08.4
.4.4.4.0.....3.4.0.4.0.0.0.4
* * . 4. 1 # . 4 * a 4
4 . 4 4 4 40.03.04t Of. 4 4 4 ..ffi
444 4 ..4 g
t 0
44. 44. 4O t f 4 4 4.f...q4.4 saa A. *AA& A A i
400". 0.4 .......g..t.
a . a .114.f. .1.0+4
............
s...
444 of.4 4 . #
4.4.. At 4 . 4 4 4
4 4.4.4.4%.* . 0 4
*44 ff ..f* tt.0 g 4 ff. . 0 t 0
4404 t. a fm. . 0&if... te
4 4 4 f 04i4 .g fe.O SITI ft. t Vlf ..
FY :4.44414444 .a .4.0.1 9.*0 0 . 4 0
4 . *OA 4. 0. 4 9f.400 4 fe . 4 4 0ff* dlegt0 .. .t.
. 0014 . a4 0.#FM00 411410 fi 4 t 0 4 f 4 4 44.00046014.44440.04
School Name
SECTION IV . COMMENTS
LocationCode:
Schedule:
SECTION V PRINCIPAL'S SIGNATURE
Person to call regarding this form, if necessary:
Name Phone Number Da-e
I certify that the information ent red on thIs Form has been verified and Is correct tothe'best of my knowledge and belief.
gnature o r nc
School Name
Re and Evaluation Branchgull Evaluation Unit
N9 2400392
Loc. Code Region
PRINCIPAL'S VERIFICATION - FORM 24. SPRING 1986
ALL SCHOOLS MUST SUBMIT THIS FORM
I. NUMBER OF IDENTIFIED LEP STUDENTS
Enter count of identified LEP students for each applicable cat6gorylisted: If none, show 0, sign and return.
A. Elementary Schools
I. Bilingual classrooms (sum total, section I
column 18, all ooies of Form 20 with assign-ment code 1 6r V
ILPs (sum total, section II columns 19 and 20,all copies of Fcrm 20 with assigrme code 2or 3)
3. Special education day classes (sum total,section II, columns 21 and 22, all copiesof Form )
B. Secondary Schools
1. Total number of identified LEP students shownfor section 1, item E, all copies of Form 23
2. Special educaticn day classes (sum total,section II, columns 21 and 22, all copies ofForm 21)
C. Special Education Schools
IEPs (sum total. section I , columns 21 and 22.all copies of Form 21)
GRAND TOTAL OF IDENTIFIED LEP STUDENTS(sum of all applicable categories)
11. NUMBER OF FORMS SUBM TTED
No. of LEPStudents in:
Enter count of forms being submitted for each of thefollowing: If forms are not applicable, enter "NA".
A. Farm 20, Elementary Bilingual Program Survey
R. Form 21, Special Education Bilingual Program Survey
C. Form 23, Secondary Bilingual Program Survey
D. Form 23; Secondary Bilingual Program Survey-Options
Principal's Signature Date
Note: Please retain goldenrod copy for school files. Submit all other copies.
-r:Pns-opportunity and continuation schools only.
LOS ANGELES UNIFTED SCHOOL D1STR CTResearch and Evaluation Branch
ELEMENTARY PRINCIPAL'S SUMMARY,
School Region
I. FEP PUPIL COUNT
Spring 1906
Location Code
Enter count of all FEP pupils. Enter count& by language and grade. F orpupils with more than one home language, count only once.
For special education pupils assigned to special day classes (SDC).count pupil& identified by BM and pupils who show a home languageother than English on the ParentSterview form, items D and E.
REMINDER: Do not count LEP pupils that have been reported onForn2Q.
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-- !Refer to-I_11$ true _nsi Of n orm_20 _A d x El: Len uc is and Codes_ _ _
School_ Region Location Code
U. RECLASSIFIED PUPIL COUNT (LEP to FEP)
Enter count of former LEP pupils who met all four critCria forreclassification to an English-only program between February 22, 1985 andFebruary 7, 1986. Count the pupils at the grade level during which theymet all four criteria. Include all pupils who met the reclassificationcriteria at y_ur school within the dates noted. Include pupils who are nolonger enrolled your school but who met the criteria there.
Reminder: SOme PilS revorted in this section will also have beenreported in Section 1.
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TOTALS
*Refer to iistructions for CoList.
e in Fo Ar endix Lan ua as and _Codes
iii. ØTLJIGUAL CROSSCULTURAL PARAPROFUSIONAL COUNT
Enter count of all b1ltngul crosseultural paraprofessloruls and ether bng'ialpersonnel serving LEP pupils at your SchoOl. If pQrSofl speaks mere than nneprimary language, count the language used most often with pupll. Co,nt educationaides who are Identified as bilingual at the Pf5trct level (receiving b!1nguald1arential) under OST. and aides who are identd as bilingual at the sceolunder SCU.
RE1$OtR Report only paid personnel who are bllingual/btllterate in the samelanguage as pupils thny serve.
*Refer to Instructlon far completing Form 2O Appendix 8: Languages and CodecList.
Person to cafl at school regarding certify that the information ent'ethIs form if necessary: this form has been verified and f cOFrec
to the best of my knowledge and beHe.
-. Name Signature of Principal
JPhoflji$jmb,r- ;-D-t. 8--- S---
Schoo
La ABIELLS UNIFIED WOOL DISTANTNevem* and Eveleatiee Drench
A 26
Region Location Code
I. FEP STUDENT COUNT
Enter count of all FEP students. Enter Aunts by,language.students with more than one home language, Count only once.
For special education students assigned to special day classes (SOO,cOunt students identified by OINL is FEP and students who show a homelanguage other than English on the Parent-rWterview form, Items 0 and E.
Or)01-11
Spring 15716
Lamm't Arabic
1 _z_111mmenian
4 Fars1 (Pori
Do not count LEP students reported on Form
Totals
8 Korea 491_1-9 Lao L51) 1.
8f1 ar n
1 11 12111_111nel (Tagalog) I_164I 1Z Russian I [581-1--1 13 Spanish 11481_1"1 1-4 Thti_ __---1-ITTLI
15_Vfetnanese (83),_
Other languages: Wierone language per line16 Lie
I 1 161
j_ 19 It 111 _ZO1_ Z1 1 LA!!1 _ZZ 1 1 111 Ei I I Pil
t ce _I 4 I-I
1
TOTAL3
*Refer to tn truoSions
003:11F26.86:Cli01/22/86
_
50001
U. mamma nut_OW count of former LEP students who met all four criter
reclaStifICeSIon to an EnglIsh.only program between February 22. 19
February 7. 1986. Include all Students who met the reclassificat o
criteria At SChOol Within the detts Wed. Include student; who
no longer en-06TTed In your SCh001 but whO met the criteria there.
Region
for
n Code
itosind Some students reported In this section will also have been
reported In Section 1.
arn
1_A ) 1--I /* I
.
r
Enter count of jj. bil ingual crosscultural parappersonnel servinp LEP students at your schi 1.primary language, count the language used mostaides who era Identified as bilingual at thedifferent1 under DIST. and aides who are idenunder SCH.
REMINDER: Report only paid pelanguage as Student
,nnel whobey serve.
Tchr.Past.(3)
Wit
1 nals and other bi Ingualson speaks mora t aft onoh students, Count educat or
receiving bilingualImgual dt the school
ual/bIliterate in the sanle
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*Refer to liatructions_for coedix_11: Lan-uk es_dwd CodesList.
Person to call at school regardingthf form, if necessary:I certify that the information entered onthis form has been verified and is correcto the best of my knowledge and belief.
Appendix DDescription of Instruments
APPENDIX D
Descr ption of Instruments
Identifi cation and Assessment
Home Language Survey (HLS). The HLS has been used since 1978 to identify
students from homes where a language other than English is spoken. The HLS is a
short questionnaire completed by the parents or guardians of students new to the
District (see Appendix C).
pasic Inventorx of Natural,Lanquage (DINO. The BINL is a standardized
individually administered oral language proficiency test. The English BIN4
e provides District personnel with an indication of a student's English
fluency level. Students may be classified as non-English-speaking, limited-
English-speaking, functional-English-speaking, or proficient-English-speaking.
BINL fluency classifications are part of the information used to determine
whether students are limited-English-proficient (LEP) or fluent-English-pr
ficient (FEP).
Elementary school survey forms collected classroom information abou
elementary pupil participation in b lingual classroom programs, individual
learning programs (10s), teacher fluency, and paraprofessional fluency. These
data were collected for each classroom. Another form obtained counts of FEP
pupils, reclassified pupils, and bilingual paraprofessionals.
Secondary survey forms obtained school summary data for junior and senior
high schools, continuation, opportunity, school-age mother p ogram, and Tri-C
sch $ (see Appendix C).
Special education school and special day class survey forms gathered
descriptive Information about special education Lau and AB 507 programs,
student participation, and staff fluency. These forms collected data fne
special day classes at regular locations and special education schools. Another
form obtained choo1 summary information about special education FEP students,
reclassified students wid b lingual paraprofessionals in special educatIon
schools.