English Learner Identification Criteria and Procedures

A.  Initial Identification:  A student considered “limited English proficient” (LEP) would include any student who meets the following requirements.

1.  Home Language Questionnaire:  All students registering in the Centennial School District answer the Home Language Questionnaire (HLQ) located on the registration form.  If there is evidence of another language, they would be referred by the school office staff to the EL teacher for further evaluation.  The three questions found on the HLQ are as follows:

     a.  Which language did your child learn first?

     b.  Which language is most often spoken at home?

     c.  Which language does your child usually speak?

2.  EL Program Entrance requirements (See Entrance/Exit Criteria)

     a.  EL teacher will evaluate any/or all of the following data in the cumulative folder:

               i.      ACCESS/W-APT scores for students who are transferring within the state of Minnesota

              ii.      Evidence of past participation in EL programs

             iii.      MCA/MAP assessment data

             iv.      Classroom performance

      b.  If a student is new to Minnesota:

              i.      W-APT will be administered to determine language proficiency level

3.  If a student meets the entrance requirements for the EL program (See Entrance and Exit criteria), the EL staff will send home the Parent Notification letter.  This letter will notify the parents of their child’s eligibility to receive EL support.  Parents are given the option to decline services at this time if desired.

4.  Assuming the parents are in agreement with EL services, the district will begin EL services and enter the student into the Infinite Campus program by identifying the student as receiving state-reported LEP service.

B.  Ongoing Identification:

1.  Transitioning students from one year to the next:  The EL teachers will evaluate all spring standardized testing data as it becomes available to determine each EL’s eligibility for ongoing direct language instruction.  When a student meets a majority of the exit criteria (See Entrance/Exit Criteria) with an emphasis on standardized scores, they will be reclassified in the early fall and no longer receive language instruction.

2.  If a student who has not been initially identified but begins to demonstrate language/academic concerns, the EL teacher will do a combination of the following to determine if language is the primary concern:

     a.  Administer the W-APT to determine language proficiency (if it hasn’t been done prior)

     b.  Re-evaluate all assessment data and review updated data

     c.  Make a classroom observation

     d.  Interview parents

     e.  If the student meets a majority on the entrance criteria with an emphasis on standardized test scores, the EL staff will enroll the student in the EL program assuming the parents agree to EL services.

C.  Overall identification measures

1.  Kindergarten and Grade 1

     a.  WIDA W-APT /ACCESS language proficiency data

     b.  AIMSWEB Benchmarking data:  including letter naming and letter sounds

     c.  Classroom  performance and observation

     d.  Classroom teacher feedback

2.  Grade 2

     a.  W-APT/ACCESS language proficiency test

     b.  Measures of Academic Progress (MAP): Reading and Math

     c.  AIMSWEB Benchmarking data:  Including RCBMs

     d.  Classroom performance and observation

     e.  Classroom teacher feedback

3.  Grade 3-5

     a.  W-APT /ACCESS language proficiency test

     b.  Measures of Academic Progress (MAP): Reading and Math

     c.  Minnesota Comprehensive Assessments (MCA): Reading and Math

     d.  AIMSWEB Benchmarking data:  Including RCBMs

     e.  Classroom performance and observation

     f.  Classroom teacher feedback

4.  Grades 6-8

     a.  W-APT/ACCESS language proficiency test

     b.  Measures of Academic  Progress (MAP): Reading and Math

     c.  Minnesota Comprehensive Assessments (MCA)

5.  Grades 9-12

     a.  W-APT/ACCESS language proficiency test

     b.  Minnesota Comprehensive Assessments  (MCA)

     c.  Classroom performance

D.  English Language Proficiency Measures

1.  ACCESS for ELL (See Proficiency Level Descriptions)

2.  The results of the ACCESS for ELL language assessment are used to:

     a.  Determine the scope and sequence of the EL program for each child

     b.  Determine which language domains need additional instruction

     c.  Measure adequate language growth over time

     d.  Determine exit from the EL program

3.  All EL teachers have attended Minnesota Department of Education ACCESS for EL training workshops.  As required, the EL teachers have completed all online training and quizzes.  Each teacher is recertified each year in the administration of the speaking portion of the ACCESS test.

E.  Identification Criteria

1.  The EL program uses multiple measures to determine EL identification.  The order of importance is as listed on the entrance/exit criteria document. (See Entrance/Exit Criteria)  As indicated, more emphasis is placed on objective measures such as the ACCESS for ELL, Minnesota Comprehensive Assessment (MCA) scores, and Measures of Academic Progress (MAP) scores.  Some subjective measures are also used.

2.  When a potential EL student meets the majority of the entrance criteria and it is determined that additional EL support would provide educational benefit to the student, they will be admitted into the EL program.

F.  Communication of Identification Criteria and Procedures

1.  All EL program identification criteria is located on the district website which can be translated through Google Translator.

2.  EL teachers are present at Kindergarten orientations, elementary open houses, and information nights to field any questions from potential EL families.

3.  EL/Bilingual Education Program description and Notification of Services: sent home at the beginning of each school year which includes the scores of multiple assessments

4.  Intake meeting with parent or guardian: for new-to-district students

5.  Student Assistance Team meeting (SAT)

6.  Staff Meetings

7.  Team meetings (middle school/elementary schools)

8.  Parent/Teacher Conferences: offered 2 times/year

     a.  Phone calls using Language Line interpreter service when needed and is offered to all staff who are educating EL students

     b.  If necessary, Betmar Interpreting Service is employed for all meeting with parents.