Identification Process

  • Under federal law, all districts are required to identify students who are eligible for language assistance. 
Learning to Read

Parent/Guardian

  • The parent/guardian provides the languages spoken in the home upon the student's enrollment.
    • Home Language Survey given to every student upon enrollment.
    • Parent/Guardian self-reports there is a language other than English used in the home via the MCPS Enrollment Form and Home Language Survey.
    • The school office contacts the ELL Coordinator.
    • The ELL Coordinator will schedule a time for the language proficiency screener.
    • If the data indicates the student is eligible for ELL services, the ELL Coordinator will inform the principal, counselor and teacher.
    • The school serves the language needs of the identified student through a plan developed by classroom teachers, counselor and ELL staff.  (In some cases, additional tutor support may be provided to the student based on the student's level of English proficiency.)
    • ELL students will be assessed annually (December and January) with the WIDA ACCESS for ELLs.

MCPS Staff

  • If the student has not been identified as an English learner (English was indicated as their primary language on the Home Language Survey), but classroom performance indicates the student's language is impacting their learning, the teacher can request the student be assessed for ELL services.  
    • Teacher collects the data on the student using the Teacher Observation Checklist then requests screening of the student.
    • The school will contact the ELL Coordinator.
    • The ELL Coordinator will schedule a time for the language proficiency screener with the teacher.
    • If the data indicates the student is eligible for ELL services, the ELL Coordinator will inform the principal, counselor and teacher.
    • The school will serve the language needs of the student through a plan developed by classroom teachers, counselor and ELL staff.  (In some cases, additional tutor support may be provided to students based on levels of English proficiency.
    • ELL students will be assessed annually (December and January) with the WIDA ACCESS for ELLs.

Exit Procedures

  • STEP 1:

     
    Has the student achieved English language proficiency according to Montana's definition of Proficiency?  Consider English language proficiency data from the ACCESS and ELLs assessment.  Data from the ACCESS for ELLs English language proficiency assessment are found on the teacher or student roster score reports that are delivered to districts in early spring and are stored in the students' accumulative folders.
     
    STEP 2:
     
    Is the student meeting academic achievement expectations for their grade level?  Consider additional measures of reading, writing, and language development.  Acceptable sources of data can include:
    • The reading CRT (Did the student score proficient or above?)
    • Classroom or school assessments of reading comprehension and writing (Is the student meeting grade level expectations in the area of reading comprehension?)
    • Input from general education and content teachers  
    STEP 3:
     
    Exit.  If the student meets the criteria for proficiency in both English language proficiency and academic achievement, then they may be exited and re-designated as formerly LEP in AIM.  Parents should be informed of the decision to exit the student from LEP status.  The student will continue to be monitored for the following two years after re-designation.