English Learner Identification Criteria and Procedures

Initial Identification

For a student to be considered “Limited English Proficient” (LEP), the following process will be used. All students registering in the Centennial School District answer the Minnesota Language Survey (MNLS) provided during the registration process.

If there is evidence of a language other than English indicated on the MNLS, the student will be referred by the school office staff to the EL teacher for further evaluation. The four language-related questions found on the MNLS are as follows:

Which language(s) did your child learn first?
Which language(s) is spoken at home?
Which language(s) does your child understand?
Which language(s) does your child have consistent interaction with?

Based on the MNLS responses, the EL teacher will determine if the student should be screened to determine eligibility. The EL teacher will also review ACCESS (an English Language Screener)/W-APT (an English Language Proficiency Assessment) scores for students transferring from another Minnesota school district as evidence of past participation in EL programs.

If a student is new to Minnesota, the W-APT will be administered to determine a student’s language proficiency level. If a student meets the entrance requirements for the EL program, 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. When the parents are in agreement with EL services, the district will begin EL services and enter the student into the Infinite Campus (Student Information System) by identifying the student as receiving state-reported LEP service.

Ongoing Identification

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 ELL’s eligibility for ongoing direct language instruction. When a student meets the exit criteria with an emphasis on WIDA ACCESS scores, they will be reclassified before the first day of the next school year and no longer receive language instruction.

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:

Administer/Re-administer the W-APT/Screener to determine language proficiency
Re-evaluate all assessment data and review updated data
Make a classroom observation
Interview parents
If the student meets entrance criteria, EL staff will enroll the student in the EL program when the parents agree to EL services.

English Language Proficiency Measures

ACCESS for ELL/WIDA Screener and W-APT

The results of the ACCESS for ELL/WIDA Screener and W-APT language assessments are used to:

Determine the scope and sequence of the EL program for each child
Determine which language domains need additional instruction
Measure adequate language growth over time

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 re-certified each year in the administration of the speaking portion of the ACCESS test, the Kindergarten ACCESS test, and the Alternate ACCESS test if applicable.

Communication of Identification Criteria and Procedures

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

EL teachers are present at kindergarten orientations, elementary open houses, and information nights to answer any questions from potential EL families.
Parent Notification Letters are sent home at the beginning of each school year or upon the completion of screening for students who arrive mid-year.
Intake meeting with parent or guardian of new-to-district students
Student Assistance Team Meeting (SAT)
Staff Meetings
Team Meetings (middle school/elementary schools)
Parent/Teacher Conferences: offered fall and spring each year
- Phone calls using Language Line interpreter service when needed and is offered to all staff who are educating EL students
- If necessary, Betmar Interpreting Service is employed for all meeting with parents.

Entrance/Exit Criteria

Entrance

Only a student who has a completed Minnesota Language Survey (MNLS), participated in the grade-appropriate English language screening assessment, and has been identified as an English learner can be enrolled in an English language educational program. If a student has not participated in a screener or does not have a completed MNLS, the student must not be placed into an English Language Development (ELD) program. Instead, the district must have the parent or guardian complete the MNLS to determine if a student should be screened for English language proficiency.

After a student is placed in the LIEP (Language Instruction Educational Program), districts must annually identify students who continue to be eligible for English language instruction. An EL continues to be eligible for instruction in an LIEP if the student does not have a proficient score on the ACCESS test, or if the district deems the student eligible by using additional criteria as defined on Page 14.

For more detailed explanation of these requirements and procedures, review the following link:

Minnesota Standardized English Learner Procedures

Exit

The school district must wait until ACCESS test scores are available before beginning the exiting process. If a student has an overall composite score of at least 4.5 and three out of four domain scores (listening, speaking, reading, and writing) of at least 3.5, that student has met the ACCESS proficiency score. If a student has not met the ACCESS proficiency score, the student must continue to receive instruction in an LIEP.

If, on the other hand, a student’s ACCESS composite score is at least 4.5 and ALL domain scores are at least 3.5, the student must be exited from the LIEP and reclassified at the beginning of the following school year. If a student does not have a proficient ACCESS score, the district may not exit that student from the LIEP. Additional exit criteria are illustrated on the Decision Tree (Page 14 & 15).

For more detailed explanation of these requirements and procedures, review the following link:

Exit Pathways for English Learners and English Learners with Disabilities

Parental Rights

A parent or guardian has the right at any time to withdraw the student from the LIEP by providing written notice of this intent to the school principal or to the district superintendent. The parent or guardian may re-enroll the child in the LIEP upon request.

Identification	Entrance	Exit
1. Minnesota Language AND 2. English Language Proficiency (ELP) Screener Kindergarten: W-APT or WIDA MODEL OR Grades 1-12: WIDA Screener: Online or Paper	1. Placement in a language instruction educational program AND 2. Continuing Eligibility Annual ELP Assessment ACCESS composite score less than 4.5 OR Two or more ACCESS domains less than 3.5	1. Annual ELP Assessment ACCESS composite score greater than or equal to 4.5 AND Three or more ACCESS domains greater than or equal to 3.5 AND 2. Additional Criteria (if applicable) State approved additional criteria are applied if lowest ACCESS domain is below 3.5

Identification

Entrance

Exit

1. Minnesota Language AND

2. English Language Proficiency (ELP) Screener

Kindergarten: W-APT or WIDA MODEL OR

Grades 1-12: WIDA Screener: Online or Paper

1. Placement in a language instruction educational

program AND

2. Continuing Eligibility Annual ELP Assessment

ACCESS composite score less than 4.5

Two or more ACCESS domains less than 3.5

1. Annual ELP Assessment

ACCESS composite score greater than or equal to 4.5 AND

Three or more ACCESS domains greater than or equal to 3.5 AND

2. Additional Criteria (if applicable)

State approved additional criteria are applied if lowest ACCESS domain is below 3.5

In This Section

In This Section

English Learner Identification Criteria and Procedures

Initial Identification

Ongoing Identification

English Language Proficiency Measures

ACCESS for ELL/WIDA Screener and W-APT

Communication of Identification Criteria and Procedures

Entrance/Exit Criteria

Entrance

Exit

Parental Rights