Florida Consent Decree Summary

Section 1 of the Florida Consent Decree explains the identification and assessment process regarding limited English proficiency students. Students with limited English proficiency, or students whose native language is not English, lives in an environment where English is not spoken, or have a difficult time speaking, reading, writing, or listening to English, must be appropriately classified as requiring to participate in ESOL instruction so that the student can receive special educational opportunities. As soon as a student is enrolled into school, the student will be evaluated through a series of questions to determine whether or not a student is classified as requiring ESOL instruction. If a student answers "yes" to any of the questions asked in the previously mentioned evaluation, then the student will be evaluated to determine whether or not he or she is proficient in the English language. If a student is determined not to be proficient in English, then he or she will be set up for a 3-year funded program that gives him or her special instruction at school. A student's teacher, administrator, parent, or parent's designee can request for an LEP committee to meet with one another to discuss the student's progress. A student identified as an LEP will receive appropriate instruction and funding until he or she becomes proficient in English. Former LEP students will be regularly reviewed to make sure that the student is not falling behind or having trouble in school as a result of limited proficiency in English. In these cases, plans will be created and employed for any ESOL student who is struggling. Section 2 discusses equal access to appropriate programming for limited English proficient students (LEP). Every student classified as an LEP is guaranteed equal access to the program in accordance to his or her level of proficiency in English, academic success, and special needs. This equal access includes intensive instruction in the English language as well as basic instruction in other subjects such as math, science, social studies, and computer literacy. A district's LEP program will be reviewed upon being submitted to the Florida Department of Education. It will then be approved, disapproved and returned for revision. These plans will be updated and resubmitted every three years and go through the same process again. ESOL students will be instructed to develop their skills in speaking, listening, reading, and writing in English according to their level and will participate in the ESOL program for minimum number of hours specified in the district’s plan. The district will provide instruction that an ESOL student can understand in addition to providing qualified personnel and appropriate materials for use by the personnel to teach ESOL students. LEP students will have access to someone proficient in their languages present during instruction in other subject areas. Parent involvement is encouraged, and displaying LEP students' achievements is also encouraged. Section 3 clarifies several points in regard to equal access to appropriate categorical and other programs for LEP students. LEP students are allowed equal access programs other than ESOL, such as dropout prevention programs, offered by the school district. A program cannot withhold participation of LEP students if the LEP has less than the required criteria in any area regarding limited English proficiency. Plans that do not provide equal access for LEP students will not be approved by the Florida Department of Education. Funding will be provided to schools for use in any ESOL program and to LEP students who are eligible. The Florida Department of Education will monitor schools to ensure that the schools are providing appropriate instruction and equal access to LEP students in all subject areas. Each school district provides several types of evaluation and assessment procedures. When these evaluations are delivered, LEP students will be provided with modes of communication that those LEP students commonly use. State-funded dropout programs will ensure that LEP students …show more content…
No doubt, I will have LEP students in my social studies classes. The Florida Consent Decree clearly explains the procedures that teachers of basic subjects must follow to ensure that LEP students receive the best instruction possible. If I want to fully pursue becoming an ESOL teacher, I can refer back to the Florida Consent Decree to see what qualifications are needed to be hired as an ESOL teacher. Delivering good instruction to LEP students is a group effort from the Florida Department of Education, school districts, school administration, teachers, and