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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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*****************can be made

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


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


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


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


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


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


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


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


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.


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


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


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


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

44,1

1,44

04.4

4,44

401.

44,,,

444

4444

0 44

04 4

1141

,440

,011

1414

1144

1144

404

4040

4IIP

PO

W1,

11,0

0,41

41,4

4400

4,41

,104

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

0444

4 44

141

401,

1440

1,14

,4,4

,44.

4444

4,11

4410

1444

1114

4,11

4 i4

404

404

4111

1140

41,1

,41.

1444

444

4144

0111

,944

4444

4444

4 44

444

4444

41,4

4144

4441

,10

44 t4

4414

404

61,

4144

144

4444

0444

4444

41,4

4441

,444

1140

0M41

1,14

4004

4404

0441

1444

444

994

4 40

0441

1,44

444

44M

OP

4 4

4 *4

0444

4 45

,410

4441

.1,4

411.

se44

4M44

0444

*404

4444

04,4

4144

4w41

44M

4440

4.44

404,

40M

,4 I

4,44

,M44

1,14

14,4

1010

,44

,140

41...

0444

,144

,444

44 4

4,44

44,4

*.ol

li,4

4411

14,4

4$04

4444

41,4

,01,

4414

4444

4444

1144

1104

w44

4114

044M

44,1

p40

4114

1441

1141

441,

411,

144,

141,

111.

4411

1",,

o1,4

4011

4 14

001

4114

,O4M

mnp

MF

FO

MM

.4.4

444g

44m

mo4

41.4

4Oom

m04

4M44

4,04

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4114

le.,

*04

4,10

4041

1. 1

,414

0444

444

0,4

.444

44,4

4414

4441

14,1

1144

1444

0101

,11

4144

IIIP

U4

4p40

1.44

444

,4 1

100

101,

0109

0010

0,04

4004

44,4

41. 1

11,4

444.

414

1. 1

/11.

014

01*

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OA

44 1

,141

1111

441,

4,0,

1404

411,

14.4

4444

,4*

0044

044m

l,*

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04.6

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mom

m.4

4.44

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omm

lom

s.41

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.014

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,, 4

*441

-, 4

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4441

64 4

9444

4444

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4* 9

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1414

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1400

4194

114,

1414

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,1,0

1114

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1104

4,4

;444

1'.,V

474.

4744

44:7

4%41

1V1;

1*.1

144%

.114

.471

4.47

14*O

4I17

4.11

74*4

44.1

1911

0741

1.4.

441

4444

* 40

4114

4411

4,14

441

.114

44, I

lmO

VII*

****

4.4%

'4.4

1.9%

714V

IIVIV

01**

VV

,' 1

4,14

441,

1144

44.4

41,0

11,4

01,6

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,41A

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4114

4.11

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/* 4

04 1

446

',01.

0%*'

1'4%

.4%

V14

%%

'4'4

%%

7470

%.4

1'4.

%';0

74%

7474

79%

%.0

%%

%%

.10.

41%

.0'1

4.4.

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.

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