Student Identification

A new student who enters the school system must complete a Home Language Questionnaire (HLQ) to determine if there is an influence of a language other than English.

Upon enrollment, all schools in the system conduct the Home Language Questionnaire. When a parent is non-English or limited English speaking, a translated form or translator is used.

If a language other than English is identified on the survey, the student will be identified as a potential English Language Learner (ELL). All school records and standardized tests that the student brings are reviewed and a language assessment (Idea Proficiency Test (IPT)) is administered to determine language proficiency. Once the student is tested the data is recorded on the ESL Entrance and Qualifying Criteria form. The results are communicated to parents using the Title III notice to Prairie Elementary parents and the Parent Notification Form to the Middle School and High School parents.

Student Language Assessment

If entering at the beginning of the school year, the ESL teacher will administer the IPT to all students who check anything other than English on the HLQ. Students are eligible for services in accordance with the state ESL guidelines. If entering after the school year has begun, the assessment will occur within two weeks. If the student is entering the middle or high school, a meeting will be set up with the IPT administrator to determine eligibility before their schedule is made.

Assessment of English Language Proficiency

- Students who have a non-English language background will be administered the IPT to determine their English language level. Students who score less than proficient on a subtest of the IPT are classified as ELL and are provided services in the ESL program. Students are exited from ESL services when criteria are met on the exit form.

- All students served in the ESL program may be administered the IPT annually to re-establish eligibility or to determine readiness to exit, as well as to measure progress. These scores will be kept on file to document eligibility and provide data for submission to the State Department of Education regarding program accountability and Adequate Yearly Progress (AYP).

- All data related to student eligibility will be maintained in the student’s ESL file until they exit or move. At that time all information will be placed in the student’s cum file.

Program Participation

The ESL program is designed to meet the educational needs of the ELL. The ESL curriculum provides for the development of English language proficiency in listening, speaking, reading, and writing. Primarily, the ESL curriculum emphasizes the development of competency in language acquisition and literacy. ESL services are based on the student’s needs. The following guidelines are used in determining instructional services:

ESL Services:

- Must be delivered by a certified teacher with an ESL endorsement, or a certified teacher pursuing the additional endorsement.

- Must be delivered during the regular school day, although support may include after school or summer school programs.

- For beginning or intermediate level ELL’s frequency of ESL delivery is dependent upon the individual student’s needs, grade level, and schedule.

Exit and Transition

Exit Criteria

Students exit the ESL program based on a variety of listening, speaking, reading, and writing assessments. Students are exited from services when criteria are met on the exit form.

Transitioning English Language Learners

After a student officially exits the ESL program, he or she will be transitioned into the mainstreamed classroom. Support services for transitional ELL students can take many forms, depending on the individual needs of the students. The ESL teacher should monitor the student’s performance in the classroom by checking the student’s report card and test scores and by discussing each student’s progress with the classroom/homeroom teacher. Students may need other services as appropriate to have continued success.