ELL Participation in District-Wide Assessments Systems
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EXITED
There is NO need for
additional second language support.
Satisfies the District’s exit
criteria and has been exited from the transitional stage.
The student is NO longer
classified as an ELL at the LEA.
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CURRENT ELL STUDENTS
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TRANSITIONED ELLs
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Identification/Placement or Growth measure
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Up to 2 years
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Student’s
language
Descriptors
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Pre-production/Early Production/ Speech Emergence
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Intermediate Fluency
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Scores
proficient on an English language proficiency test
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English Language Fluency Levels
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Scores non-English proficient (NEP) on ANY part of the assessment
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Scores limited English proficient on ALL parts of the assessment or
a COMBINATION of limited and proficient
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English Fluency Levels:
Proficient
in the 4 domains (reading, writing, listening, speaking)
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English
Language Proficiency Testing
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Scores non-English proficient (NEP) on ANY part of the assessment
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Scores limited English proficient on ALL parts of the assessment or
a COMBINATION or limited and proficient
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No English language proficiency testing.
LEA monitors the student’s work for up to 2 years
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Instructional Services
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Receive/Participate in:
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Newcomer/Orientation
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Two-Way Bilingual
Education, Dual Language Instruction, Bilingual Immersion, or Developmental
Bilingual Education (DBE)
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Transitional Bilingual
Education (TBE)
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Foreign Language
Immersion
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Direct
ESL Services (ESL pull-out, ESL class period, or ESL resource center)
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Special
Alternative Instructional Program (SAIP) (Also known as Structured Immersion,
Immersion Strategy, Sheltered English Instruction, Specially Designed
Alternative Instruction in English (SDAIE), or Content-Based Programs)
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Inclusion Model/Push-in
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Content area support
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Tutor/Native
language support
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Mainstream
classroom instruction (to the extent practicable)
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Receive/Participate
in:
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Some
ESL support
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Flexible
scheduling and instruction
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In-class
support
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Tutoring
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Etc.
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Receive/Participate in:
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Full participation in district classes- same
guidelines as general education students
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Flexibility for re-entry
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Differentiated instruction as needed
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General Achievement Levels
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Performance in content areas may be below grade level
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Performance in content areas may be near to or at grade level.
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Performance in content areas is at grade level.
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Performance in content areas is AT grade level.
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Accommodations
in
assessment and delivery of instruction
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ACCOMMODATIONS decisions are made on an individual basis. If no accommodations
are needed, include in the assessments as general education students.
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Participates in the District-wide assessments WITHOUT accommodations
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