LEP stands for Limited English Proficient. This means that students have a limited knowledge of the English language which makes learning in the classroom difficult.

LEP was an important concept introduced during a teacher in-service presentation lead by a curriculum director whose experience with ESL is supported by TESOL. The information provided which helps to implement instruction for LEP students is a great resource for teachers to use when transitioning ESL learners into the classroom and is recommended by the organization.

The following information was provided by Robin Solazzo (solazzor@bcesc.org) who represents the area of Standards, Assessment, and Instruction for Butler County Education Service Center in Hamilton, Ohio.

This document called English Language Proficiency Standards For LEP Students explains the standards for LEP students. The standards include Listening, Speaking, Reading, and Writing. These standards should be met by students while they are in the LEP program

The document called Criteria for Exiting LEP Program lists the criteria LEP students need to exit the program in Ohio.

The document with the table title Ohio English Language Proficiency Levels – Overview explains the level of the LEP student going through the program based on the language domains and how proficient they are within each domain. LEP students can be evaluated on their level of proficiency with these given descriptions.

The document named Social and Cultural Competencies Required for Effective Communication talks about the teacher’s role in helping students gain the social and cultural competencies required for effective communication in English. This is a standard found in the English as New Language Standards (National Board for Professional Teaching Standards, 1998)

The document called Knowledge and Competencies Related to American School Culture is a checklist available that incorporates all of the events and situations that would require the knowledge or understanding of American culture when it comes to speaking the English language. The second part of the document includes the Basic Academic Knowledge for Effective Communication in American School Settings. This ensures that teachers also make sure that LEP students have the basic background knowledge needed to achieve English proficiency in American academic settings. The last point of the document is to explain the relationship between Ohio’s English Language Proficiency Standards and Ohio’s English Language Arts Standards (below page 2)