(EL) Policy and Procedures Manual 9-6-11 Appendix Revised ... - Alex

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22 | P a g e ENGLISH LANGUAGE LEARNER IDENTIFICATION, PLACEMENT, AND ASSESSMENT FLOWCHART NOMPHLOTE (students do not require services) Struggling EL students may be rescreened for ESL services after an appropriate time in the mainstream. Administer the Home Language Survey Language Other Than English? YES Screen with WAPT Place in ESL Program LEP Year 1 (1 st year in U.S. school) or LEP Year 2 or more EXIT Status FLEP Monitoring Year 1 EXIT Status FLEP Monitoring Year 2 Language Other Than English? NO General Education LEP-W Waived Title III Supplemental Services FLEP* ACRONYMS WAPT: WIDA ACCESS for ELLs Placement Test NOMPHLOTE: National Origin Minority whose Primary Home Language is Other Than English LEP-W: Limited English Proficient – Waived Title III Supplementary Services LEP: Limited English Proficient FLEP: Former Limited English Proficient *Students who transfer from a different district or state and have already exited from an ESL program are not NOMPHLOTES; rather, they are Former Limited English Proficient (FLEP).
LOCAL EDUCATION AGENCY REQUIREMENT CHECKLIST FOR SERVING ENGLISH LANGUAGE LEARNERS The SDE has established Alabama’s requirements for programs and services for students who are English language learners. The requirements, restated and expanded herein, were disseminated to local education agency superintendents in a letter dated January 21, 1999, from the State Superintendent of Education. Each local education agency (LEA) superintendent or designee shall: 1. Develop and implement a comprehensive English Language Learners (ELL) Plan. 2. Identify and provide resources to serve language-minority and English language learners. 3. Coordinate programs and services to language-minority and English language learners and their parents at the local school level. 4. Report annually to the State Department of Education (SDE) information concerning the identification, placement, and educational progress of language-minority and English language learners. 5. Report annually to the SDE information relating to the number of students who are English language learners and services rendered. 6. Administer a Home Language Survey to every student at the time of enrollment and shall ensure that surveys are maintained in each individual student’s permanent record. 7. Administer the state-adopted World-Class Instructional Design and Assessment (WIDA) - ACCESS Placement Test (W-APT) language proficiency test to any and all students whose Home Language Survey indicates a language other than English. The W-APT is used for diagnostic and placement purposes. The LEA shall provide appropriate and sufficient training for designated staff who administer this test. 8. Establish program entrance criteria for students who are assessed to have limited English language proficiency. Non-English language background students who test fluent on the English language proficiency assessment will not be eligible for English language development services. 9. Establish and implement a system so that every limited-English proficient student has a student support team (ELL Committee) to analyze information gathered from the student enrollment process and English language proficiency assessment. The team shall make decisions about the types of instructional and support services that are needed. At a minimum, information from the Home Language Survey, the language proficiency test, the student’s home and educational background, and the student’s content knowledge and skills as demonstrated in the classroom shall be considered in decisions about programs and services to be provided. Although there is nothing to prohibit members from the Building- 23 | P a g e
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Page 3 and 4: Legal Cases Related to English Lear
Page 5 and 6: Key Vocabulary for English Learners
Page 7 and 8: Structured English Immersion Progra
Page 9 and 10: Place completed form in student's c
Page 11 and 12: 2. Have staff who administer the sc
Page 13 and 14: Comments:__________________________
Page 15 and 16: 2. Does the school have sufficient
Page 17 and 18: 7. Do former LEP students have acce
Page 19 and 20: 2. Are the quality and quantity of
Page 21: 4. Has the school assured itself th
Page 25 and 26: 17. Provide ongoing scientifically
Page 27 and 28: 1. Soundness of educational approac
Page 29 and 30: 3. Program Evaluation In return for
Page 31 and 32: [6] Aides at the kindergarten and f
Page 33 and 34: parents of how they can— ‘‘(A
Page 35 and 36: 6. What resources (budget) were exp
Page 37 and 38: Preventing Inappropriate Referrals
Page 39 and 40: A PREREFERRAL MODEL FOR LANGUAGE MI
Page 41 and 42: 1. Inter- and intra-setting compari
Page 43 and 44: Culture 43 | P a g e Has the teache
Page 45 and 46: economic backgrounds may have diffi
Page 47 and 48: 47 | P a g e community? o aspiratio
Page 49 and 50: efocus instruction on the teaching
Page 51 and 52: If the student's problem cannot be
Page 53 and 54: Cummins, J. (1984). Bilingualism an
Page 55 and 56: Sadker, M. & Sadker, D., (1982). Be
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Page 59 and 60: L1 & L2 Locally Developed Tests: Pr
Page 61 and 62: Question and Answer What happens to
Page 63 and 64: Resources Inclusion of a link is no
Page 65 and 66: Identification of Potential ELL Stu
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(EL) Policy and Procedures Manual 9-6-11 Appendix Revised ... - Alex

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