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Cristina Hudgins c mh3j.mtsu@gmail.com cmh3j@mtmail.mtsue.edu (601) 596-7093

Placement and Identification Procedures for English Language Learners in Hattiesburg Public Schools. Cristina Hudgins c mh3j.mtsu@gmail.com cmh3j@mtmail.mtsue.edu (601) 596-7093. By PresenterMedia.com. Rationale for the Process.

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Cristina Hudgins c mh3j.mtsu@gmail.com cmh3j@mtmail.mtsue.edu (601) 596-7093

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  1. Placement and Identification Procedures for English Language Learners in Hattiesburg Public Schools Cristina Hudgins cmh3j.mtsu@gmail.com cmh3j@mtmail.mtsue.edu (601) 596-7093 ByPresenterMedia.com

  2. Rationale for the Process The 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).

  3. The Home Language Survey Step 1 • Upon enrollment in any Hattiesburg Public School • Survey is completed by parents of new student • Must contain the following 4 questions:

  4. Home Language Survey Example

  5. Assessment of Language Proficiency for Placement Step 2 • 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).

  6. Assessment of Language Proficiency for Placement Step 2 continued • 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).

  7. Program Placement Step 3 Design of LEP Plan • 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.

  8. Annual Student Evaluation Step 4 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

  9. Program Evaluation Step 5 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.

  10. Other important information 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.

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

  12. References and Resources ACCESS 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_2005/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/

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