Identification and Exit Processes
Under federal law, all districts are required to identify students who are eligible for language assistance.
Identification
Parent/Guardian
The parent/guardian provides the languages spoken in the home upon the student's enrollment.
- Home Language Survey is given to every student upon enrollment.
- Parent/Guardian self-reports that 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 (WIDA Screener)
- If the data indicates the student is an English learner, 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, counselors 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, January and February) with the WIDA ACCESS for ELLs.
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.
- The 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 WIDA Screener (English language proficiency screener) with the teacher.
- If the data indicates the student is an English learner, 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, counselors 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, January and February) with the WIDA ACCESS for ELLs.
Exit Procedures
Overview
In general, English Language Learners are no longer classified as LEP (Limited English Proficiency) once they have attained the language skills necessary to learn in age and grade appropriate settings in all areas of language development without the use of adapted or modified English materials.
Montana's definition of proficiency is based on input from school and district staff members that serve LEP students across the state, a review of practices in other states, and input from psychometricians. Montana observes the following definition of proficiency. This definition was adopted in August, 2012.
Proficiency Definition
- According to Montana’s definition of proficiency, a student must achieve an overall composite score of 4.7 or higher on ACCESS for ELLs 2.0 to be considered proficient in academic English. It was established during the 2019 Montana WIDA Standards Validation Workshop that students at this level of academic English proficiency are statistically just as likely as their non-EL peers to achieve proficiency in other statewide math, science, and language arts assessments.
- PROFICIENCY CRITERIA FOR ELS WITH SIGNIFICANT COGNITIVE DISABILITIES During the 2019 Montana WIDA Standards Validation Workshop, the stakeholders established a minimum requirement to exit EL services for ELs with the most significant cognitive disabilities as an overall composite score of P2 on the Alternate ACCESS for ELLs assessment.
Procedures
STEP 1: Has the student achieved English language proficiency according to Montana’s definition of proficiency? Consider ELP data from the ACCESS for ELLs assessment as provided on the score reports that are delivered to districts in spring (online and on paper) and are stored in students’ cumulative files.
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 Science scores (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: Is the student’s English proficiency sufficient to ensure full participation in society? Consider evidence of receptive and productive language uses to accomplish social and occupational goals within and beyond school (Linquanti and Cook 2013). Types of data to consider: • Language impact on social pragmatics • Impact of language on successful use of interpersonal skills to achieve social goals • Impact of language on behavior
STEP 4: Exit. If the student meets the criteria for proficiency in English language proficiency, academic achievement, and full participation in society within and beyond school, then they may be exited and redesignated as formerly EL in AIM. Parents should be informed of the decision to exit the student from EL status. The student will continue to be monitored for the two years following re-designation