Placement and Identification Procedures for English Language Learners in Hattiesburg Public Schools

Cristina Hudginscmh3j.mtsu@gmail.comcmh3j@mtmail.mtsue.edu(601) 596-7093

By PresenterMedia.com

Rationale for the ProcessThe Federal laws governing the assessment, placement and support of English Language Learners in the Elementary and Secondary schools are Title VI of the Civil Rights Act, T.C. 4-21-90, the Equal Educational Opportunities Act and Title III of the No Child Left Behind Act. Title VI of the Civil Rights Act, T.C. 4-21-90 and the Equal Educational Opportunities Act require that states, districts and schools provide specialized programs for LEP students (ESL Program Policy – State Board of Education, 2009).

“Educational decision making for English language learners requires procedures for identification, assessment, and proper program placement. Collaborative planning among teachers, administrators, counselors, and parents to determine the processes and timelines for identification and assessment, placement, program implementation and evaluation, and the reclassification and/or exit status is essential for the success of English language learners” (MDE, 2005).

• Upon enrollment in any Hattiesburg Public School

• Survey is completed by parents of new student

• Must contain the following 4 questions:

Step 1The Home Language Survey

Home Language SurveyExample

• If there is any response on the Home Language Survey other than English, the student must be assessed.

• “NCLB requires that all ELL students be tested annually for English language proficiency” (MDE, 2005).

• Hattiesburg Public Schools uses the W-APT (WIDA-ACCESS Placement Test).

Assessment of Language Proficiency for Placement

Step 2

• Test administered with first few weeks of school or enrollment.

• “Students who are identified as ELL in any one of the domains of listening, speaking, reading, writing, or comprehension are considered ELL” (MDE, 2005).

Assessment of Language Proficiency for Placement

Step 2 continued

• Parents must be notified before students are placed in a language program.

• They are not required to respond to the notification, but they may “opt out.”

• “Educators must always remember that the first rule for placing ELL students in an educational program is that they should be placed at the age-appropriate grade level” (MDE, 2005).

• Students progress more when they are with their peers.

• An appropriate English language educational program is designed for the student.

• “Students typically receive “pull out” ELL classes for a few hours a week.

Program PlacementStep 3 Design of LEP Plan

• Students are assessed once a year for progress

• The ACCESS for ELLs (Assessing Comprehension and Communication in English State-to-State for English Language Learners)

• A student evaluation team is assembled to oversee process

Annual Student EvaluationStep 4

• Once the student is assessed, the LEP team re-evaluates the language education program of the student.

•The school district is also required to re-evaluate the “effectiveness of its language program” (MDE, 2005).

•Must consider the progress of the ELL students.

Program EvaluationStep 5

• It is not required to assess L1 (Native language) proficiency

• ELLs are required to take grade level state tests•These tests may be offered in native language if available

• “ELL students should not receive a failing grade during the time he or she is progressing from the Pre-Production to Intermediate stages of language proficiency” (MDE, 2005).

• “ELL students must not be retained in grade level because of their language skills” (MDE, 2005).

• Students who score proficient on the ACCESS are gradually exited from the ELL program.

Other important information

Gradual Exit from a Language Instruction Education ProgramAdapted from Krashen (1996). A Gradual Exit, Variable Threshold Model for LEP Children.

References and ResourcesACCESS for ELLs developed by CAL. (2011). World

Class Instructional Design and Assessment website. Retrieved from http

://www.wida.us/assessment/ACCESS/

MDE. (2005). Mississippi Guidelines for English Language Learners: Policies, Procedures and Assessments. Retrieved from http://board.mde.k12.ms.us/SBE_May_20

05/Tab%2033-B%20-%20back-up%20-%20ELL%20Guidelines%20-%20Draft.pdf

W-APT developed by CAL. (2011). World Class Instructional Design and Assessment website. Retrieved from http

://www.wida.us/assessment/w-apt/