1. Dr. Jacqueline C. Ellis, NBCT August 1, 2017
GaDOE ESOL Unit Webinar Series - Part II Procedures for Identifying English Learners (ELs)
Dr. Jacqueline C. Ellis, NBCT
August 1, 2017
11/11/2018

2. Step #1: Administer Home Language Survey
Identify All Students Whose Primary or Home Language is Other Than English (PHLOTE)
3 Step Process
Step #1: Administer Home Language Survey
Step #2: Determine whether or not to screen for ESOL services
Step #3: Administer appropriate (LEA choice of) WIDA screening instrument
11/11/2018

3. Remember, the HLS does not determine ESOL eligibility.
Identify All Students Whose Primary or Home Language is Other Than English (PHLOTE)
Step #2
If all three responses to the questions on the HLS are English, stop. Do not proceed!
If any of answers to the three questions on the HLS is a response other than English….this is a PHLOTE student.
Remember, the HLS does not determine ESOL eligibility.
11/11/2018

4. State Adopted Assessments to Determine ESOL Eligibility
2nd Semester Pre–kindergarten to 1st Semester First Grade
WIDA K-WAPT or
WIDA MODEL
2nd Semester First Grade to 2nd Semester Twelfth Grade
WIDA Screener
(online or paper)
11/11/2018

5. WIDA Annual Teacher Certification Procedures
Before anyone in your district can administer one of the State Adopted WIDA eligibility assessments, they must become wida.us certified.
Certification happens annually.
LEA ESOL Coordinators and the SEA ESOL specialist are able to grant access to the wida.us training modules.
wida.us and WIDA.AMS are two different platforms.
11/11/2018

6. Identify All Students Whose Primary or Home Language is Other Than English (PHLOTE)
Step #3 using Kindergarten W-APT For 2nd semester Pre-Kindergarten to 1st semester Kindergarten administer only the Listening and Speaking portions of the Kindergarten W-APT. If the student’s Listening + Speaking Raw Score is ≤ 28, the student requires language support services. If student’s the Listening + Speaking Raw Score is ≥ 29, the student does not qualify for language support services
11/11/2018

7. Step #3 Cont’d using Kindergarten K-WAPT
Identify All Students Whose Primary or Home Language is Other Than English (PHLOTE)
Step #3 Cont’d using Kindergarten K-WAPT
For 2nd semester Kindergarten through 1st semester first grade students, administer all four components of the Kindergarten W-APT.
If the following is true:
Listening + Speaking Raw Score is ≥ 29, and,
the Reading Raw Score is ≥ 11, and,
the Writing Raw Score is ≥ 12, then
the student does not qualify for language support services.
If any of the three Raw Score criteria are not met, the student requires language support services.
11/11/2018

8. or Step #3 using WIDA MODEL
Identify All Students Whose Primary or Home Language is Other Than English (PHLOTE)
or Step #3 using WIDA MODEL
For 2nd semester Pre-K to 1st semester Kindergarten, administer only the oral (Listening and Speaking) portions of WIDA Model
If the student’s Oral Proficiency Level/Oral Composite (Listening + Speaking) Accountability Proficiency Level is < 5.0, the student requires language support services.
If the student’s Oral Proficiency Level/Oral Composite (Listening + Speaking) Accountability Proficiency Level is ≥ 5.0, the student does not qualify for language support services.
11/11/2018

9. Step #3 Cont’d using WIDA MODEL
Identify All Students Whose Primary or Home Language is Other Than English (PHLOTE)
Step #3 Cont’d using WIDA MODEL
For 2nd semester Kindergarten through 1st semester first grade students, administer all four components of WIDA MODEL.
If the student’s Overall Composite Accountability Proficiency Level score is < 5.0, the student requires language support services.
If the student’s Overall Composite Accountability Proficiency Level score is ≥ 5.0, the student does not qualify for language support services.
11/11/2018

10. or Step #3 using WIDA Screener
Identify All Students Whose Primary or Home Language is Other Than English (PHLOTE)
or Step #3 using WIDA Screener
2nd Semester First Grade through 2nd Semester Twelfth Grade
If the student’s Grade Level Adjusted Overall Composite Score is < 5.0, the student requires language support services.
If the student’s Grade Level Adjusted Overall Composite Score is ≥ 5.0, the student does not qualify for language support services.
11/11/2018

11. Notification of ESOL Services
A notification letter must be sent to the parents of every student who, beginning July 1, 2017, initially qualifies or continues to qualify for basic ESOL services.
The GaDOE provides a sample letter and courtesy translations (in 16 languages).
The GADOE sample letter is in Word format which allows LEAs to insert their logo or header, if desired. The text of the letter is not to be modified.
It is the LEA's responsibility to provide parents with a notification letter of initial and continuing ESOL services in a language understandable to the parents. 
As this letter is an Office for Civil Rights requirement, any expenses associated with its translation or dissemination must be drawn from state or local fund sources.
Instruction/Pages/Parent-Notification-of-ESOL-Services-form---Translations.aspx
11/11/2018

12. In Summary Administer the HLS during registration.
If any of the responses on the HLS is a language other than English, then screen for ESOL eligibility.
There are only three state approved WIDA ESOL eligibility assessments.
All teachers or administrators must certified annually before they can administer one of the three WIDA assessments.
Parents must be notified of initial and continuing ESOL services.
11/11/2018

13. ESOL & Title III Staff Program Manager Ms. Cori Alston
ESOL Program Specialist
Dr. Jacqueline C. Ellis, NBCT
Administrative Assistant
Ms. Kim Lacewell
Title III Program Specialist (North Region)
Dr. Meg Baker
Title III Program Specialist
(Mid Region)
Ms. Dely Roberts
(South Region)
Ms. Tammie Smith
11/11/2018

14. If you have any questions, comments or concern, please add them to the Questions box.
m-Instruction-and- Assessment/Curriculum-and- Instruction/Pages/English-to- Speakers-of-Other-Languages- (ESOL)-and-Title-III.aspx
11/11/2018