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"How are Students Identified"
Transcript of "How are Students Identified"
Federal and State Regulations
Language Support Programs
Students are Identified by...
Parents will fill out a Home Language Survey at the time of registration of their child.
If any answer is "Yes" (Another language is spoken), the student is referred to the ESOL Department for language assessment.
Students will then be tested and students who score in the limited English proficient range are eligible for service and placed into the ESOL program.
Parents are notified in writing with a translation where feasible if testing cannot be carried out within the state mandated timeline of four weeks.
Students who qualify for ESOL services are listed on the "New Student Entry Form"
Students who score in the limited English proficient range on the Language Acquisition Survey are placed into the ESOL Program.
The ESOL teacher/bilingual assistant gives the test.
Students transferring from another Florida Public School District who have been previously identified as ELL or non-ELL will not be tested if they come with the correct audit documentation.
Grades K-2 ELL students: mastery of oral proficiency on LAS test as well as proficiency on CELLA Listening and Speaking sections.
Grades 3-12 ELL students: oral proficiency on LAS and CELLA, FCAT Reading Level 3, Writing proficiency as measured by CELLA recommended cut scores - grade level appropriate.
ELL Committee meets to determine if the student should be dismissed from the ESOL program after the student has taken and passed the oral test and has taken the CELLA and FCAT.
If the student has not met the required scores for program exit the following is taken into consideration.
In Pinellas County, all students participate in state wide assessments (FCAT, CELLA, ETC.)
ELL students may be given additional time to complete the test and the entire test may be administered over one or more days.
Students are retested annually to determine whether they need to be reclassified into different programs.
When the student meets the required score they then meet with the parent, student, teachers, guidance, and administrator to discuss the recommendation to reclassify the student.
Notify Parent of changes
Record Recommendations in the students file
Extent and nature of the educational experiences and student interviews.
Written recommendations and observations by current instructional and support service staff.
Grades from the current and previous years.
Level of mastery of basic competencies or skills in English and/or home language according to appropriate local, state, and national criterion-referenced standards.
Other instructional program or combinations of programs that better meet the needs of the student.
Other instruments to assess English proficiency or academic achievement as appropriate.
Assessment varies depends upon grade level but must be state-approved and conducted within the first weeks of the semester.
AVG time for classification is 8.43 days from the date of the HLS
Students in grade 4 or above who have answered affirmatively to a question on the HLS are given a norm-referenced test. IF they score below the 32nd percentile on the reading and writing sub-parts of a norm-referenced test, the state uses the classification of Limited English Proficient (LEP).
Other state approved tests in subject areas are conducted at the higher grades before a student is classified.
Once the student is classified as ELL, they are provided with an educational plan and assigned a committee composed of the school's ESOL teacher, home room teacher, and guidance counselor.
The ELL's are then regularly tested to determine their readiness for exit from the program and reclassification into regular programs.
A copy of their assessment will be retained in their file for a minimum of one year.
Link to all the forms for Pinellas County
Various State and Federal regulations
LULAC Consent Decree
League of United Latin American Citizens
LULAC works to advance the educational attainment of Latinos by engaging the community in advocacy and policy efforts at the local, state, and federal level.
To help students attain English language proficiency,so they can succeed and excel in academics.
To provide instruction that satisfies diverse cultural and language needs.
To promote an appreciation of different cultures and their contributions to our society.
Required to abide by the NCLB requirements.
Conduct ESOL programs within the parameters, goals, and stipulations of the Florida Consent Decree.
Identify, expose, and reexamine cultural stereotypes relating to LEP/ELL and non-LEP/ELL students.
Modify the curriculum by reducing the language demands of instruction, without compromising the content of instruction.
Each school district shall submit a school district English Language Learner (ELL) plan to the Department of Education describing the district’s proposed procedures and methodologies for serving ELLs and must receive the Commissioner of Education’s approval prior to program implementation.
Requirements for the ELL Plan
Councils representing parents of ELLs shall be consulted prior to the submission of the school district ELL plans to the Department of Education. The Department of Education shall consider the councils’ objections to plan approval in its review.
A school district ELL plan shall be updated and resubmitted every three (3) years. Interim changes in the plans shall be submitted as amendments to the Department of Education and must be approved by the Commissioner prior to implementation.
A district’s ELL plan shall include: standards for entry, exit and post-reclassification monitoring; a description of instructional, categorical and student services; provisions for and plans to employ qualified staff; and evidence of consultation with the district’s Parent Leadership Council or other parent advisory body representative of parents of ELL students.
7th largest district in Florida
Consent Decree does not mandate a specific methodology for ESOL inst5ruction, but permits flexibility to local needs and demographics.
The state stipulates that LEP students must receive ESOL instruction in English, however, and also that they must have ESOL or home language instruction for reading, math, science, social studies, and computer literacy
What LULAC means for our schools...
Students must have an LEP student plan on file. This document includes info on the date of identification, assessment data, and goals for exiting ESOL programs.
All students with limited English proficiency must be properly identified and assessed to guarantee the provision of appropriate services.
All LEP students enrolled in Florida public schools are entitled to programming which is appropriate to their level of English proficiency, their level of academic achievement, and any special needs they may have.
LEP students shall have equal access to appropriate English language instruction.
Teachers may obtain the necessary training through university course work or through school district provided in-service training.
The Florida Department of Education is charged with the monitoring of local school districts to ensure compliance with the provisions of the Consent Decree .
◦The Florida Department of Education is required to develop an evaluation system to address equal access and program effectiveness.
The need for ESOL programs is increasing yearly due to the rapid growth of ELL students. Not only should Pinellas County have an effective ESOL plan but all counties should follow the appropriate guidelines to be certain that all ESOL student are learning effectively so that they will be able to function outside of the classroom.