Presentation on theme: "The Identification Process for English Language Learners Services for English Learners North Clackamas School District."— Presentation transcript:
The Identification Process for English Language Learners Services for English Learners North Clackamas School District
How do we identify students who have the influence of a language other than English? Home Language Survey- this is part of the registration process. If the survey indicates an influence of a language other than English, eligibility must be determined. Conversations with the child and the parents where influence of another language is observed. Additionally, a student who is of American Indian or Alaska Native heritage may qualify for services. Information found in the CUM (program information from a previous district, information about the country of origin, language proficiency assessments, etc.) that indicates influence of another language.
Who has the potential to qualify for services for English Learners? Students who have already been exited from other districts Students who were adopted from other countries Students who spent their early childhood in countries whose residents speak a language other than English and whose parents are English speakers Foreign Exchange students Students whose biological parents speak English but step-parents or foster parents speak a language other than English Students whose step-parents or foster parents speak English but whose biological parents speak a language other than English Students who have extended reltations living in the home who speak a language other than English Students whose parents speak a language other than English to each other but English only to the studnets Students who are of American Indian or Alaska Native heritage
How do we determine eligibility for services? Assess using the Woodcock-Munoz Language Survey-Revised (WMLS-R) RPI on the survey of 85 or above in Oral Language Total, Reading, and Writing clusters indicates the student is ineligible. RPI on the survey below 85 in Oral Language Total, Reading or Writing clusters indicates the student is eligible In rare cases a student can be determined to be ineligible for services through a review of the student’s records and an interview with the student and his or her parents both of which indicate the student is fluent in English and not in need of services
What do we do if a student qualifies for services? Enter into service including specialized instruction in English and sheltered content instruction Within 30 school days of the start of the school year or 14 calendar days if the student arrives later in the year, notify parents of the student’s placement using the Parent Notification Form Submit a copy of the Parent Notification Form along with the WMLS-R score report to Services for English Language Learners. Services for ELL’s will then enter the information into eSIS A parent may refuse services or request a change in service by completing the Request for Change in ESL/Bilingual Service Form
What do we do if a student is ineligible? Submit an Ineligible Form with the WMLS-R score report or evidence of proficiency to Services for English Language learners and file a copy into the student’s CUM file. Services for ELL’s will enter the information into eSIS If student is originally determined ineligible but teacher and class work indicate the student is struggling with English, a child can be re-designated in order to receive services. The Reinstatement/Re-Designation Form would be used in this case
Activity Please use the Identification Flow Chart to aid you with the following scenarios Scenario 1: Natalia was adopted from Russia when she was 2 years old. She lives with Native English speaking parents. She scored a 90 on the Oral Language Total and the Reading sections of the Woodcock-Munoz but scored a 75 on the Writing. What should the next step be? Scenario 2: Tommy is of American Indian heritage and is getting all A’s and B’s in school. What should be done to determine eligibility? Scenario 3: Veronica’s parents said that there was an influence of a language other than English on the Home Language Survey. What should be done? What should you do if she is eligible for services but her parents do not want her to have services?