| School Information |
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| How many students does the school
have? |
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| What grade levels are represented? |
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| What percentage of students are
eligible for free or reduced price lunch? |
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| What percentage of the student
population are LEP? |
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| What is the percentage breakdown by
Ethnicities of LEP students? |
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| What types of programs, by grade
level, are implemented for LEP students? For example : Two-Way? Transitional, Sheltered? |
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| Is there a pre-school/middle school
program that dovetails with the elementary program? |
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| Inclusion |
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| How are programs for LEP integrated
into the rest of the school? Are they integral to the way the school is organized and
functions? |
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| Does the school use alternative
groupings of students and teachers? (families, wing, etc.) If so, how has this effected
the school environment, relationships with students, scheduling and instructional
effectiveness? |
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| What efforts are made to involve
parents in the school and their children's education? What staff addresses this? What
outreach programs exist for parents? How are home/school communications handled? How
influential is your school BAC?
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| Enrichment |
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| What is your daily schedule? How
does it vary from day to day? |
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| Are writer's workshop and journal
writing used in the classroom? |
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| Are your reading, writing, speaking
and listening programs whole language and literature based? How is reading literature
developed or selected?
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| Do your students work in
collaborative groups? Are science, math and social studies taught collaboratively? |
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| Is your curriculum integrated by
thematic units? |
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| How do teach to the different
talents and learning styles of your students? |
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| How is technology employed in the
classroom and school? |
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| How are desks arranged? How are
classroom transitions handled? What percentage of time are the students on-task? What
behavioral control and classroom management techniques do the teachers use? |
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| Is the secondary language used in
the classroom by students and teachers? If so, what is the ratio of primary to secondary
usage? How is this monitored? |
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| How frequently does staff observe
other staff? |
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| Are students grouped differently by
age/grade level, subject, primary language and English proficiency? If so how are they
grouped? |
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| Is transition mandated at a certain
grade or individually assessed? |
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| Flexibility |
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| Are parents given a choice on what
programs their child may be involved in? |
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| How are students grouped during
different times of the day and during instruction in different subjects? |
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| Are blocks of time used effectively
or is instruction done in small chunks? |
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| What after school and summer
instructional programs are used by the school? |
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| Coordination |
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| Is team teaching done at the
school? Do LEP and FEP/English only teachers coordinate their efforts? |
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| How are paraprofessionals,
part-time teachers and resource teachers utilized? |
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| Internal
Impetus |
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| Does the school have a unique,
school-wide vision of education for language minority students? |
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| Does the faculty have a role in
hiring new staff? Setting curriculum priorities? Staff development funds allocation? |
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| How much time are teachers given to
prepare lessons? What role does faculty have in setting the daily schedule? Do teachers
have time to plan in teams? |
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| What external partner(s) does the
school rely upon and in what ways? (curriculum development, teacher training, etc.) |
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| Is the staff well trained in
secondary language acquisition and bilingual education? |
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| How are decisions made in the
school? What committees are setup and what are there functions? |
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| What is the level of financial and
administrative support at the District level? Funding? Site based management? Facilitation
between feeder schools? |
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| Students
Needs |
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| Does the school play a proactive
role in counseling students and instructing them in areas ranging from self-esteem, life
skills, gang awareness and drug use? |
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| What after school/outreach programs
does the school have? Does the school coordinate its efforts with social workers, health
practitioners, parents, community leaders, etc? |
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| What efforts does the school make
to affirm the student's cultural identity? |
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| Assessment |
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| How do teachers assess student
growth and development? Is portfolio assessment used? Is assessment authentic and
systematic? |
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