Program Entrance

English Learner Identification Criteria & Procedures

Initial Identification

During the school registration process, Home Language Questionnaires are completed by all parents/guardians and collected by school secretaries. Secretaries then enter the information into the Campus student information system (MARSS) for all students regardless of home language.  If there is a language other than English indicated on the Home Language Questionnaire, then the school secretary makes a copy of the HLQ and gives it to the EL teacher who works at that school.

You can see an example of the Home Language Questionnaire in several different languages by accessing the Minnesota Department of Education website.

Within ten days of the start of school, the EL teacher reviews all Home Language Questionnaires that indicate languages other than English and assesses students’ social and academic language proficiency using the WIDA Measure of Developing English Language (MODEL) assessment. Student who score below a 5 in Overall Proficiency, or any single strand below a 4 on the assessment qualify for EL services. The teaching and learning coordinator or the MARSS coordinator then update student LEP-Y program status in Campus (MARSS).

If the student qualifies for services, parents will be notified in writing by the EL teacher within ten days of completing the assessment.

Ongoing Identification

Once a student has qualified for EL services, the student’s progress is closely monitored by the EL teacher.  This progress monitoring includes but is not limited to anecdotal evidence, common formative assessments, performance on local and state standardized assessments (e.g. NWEA and MCAs), annual language assessment on the ACCESS for ELLs, and parental input.

Students who continue to qualify for EL services based on multiple measures as stated above remain classified as LEP-Y in MARSS until they have met criteria for exiting the program.

Overall Identification Measures

All students are identified for EL services using data from either the WIDA MODEL or ACCESS for ELLs as administered by the EL teacher.

Students who are assessed and  receive an initial overall proficiency score of 5 or higher are monitored by the EL teacher through periodic communication with the classroom teacher.  Should language or academic concerns arise after schooling begins or more information becomes available, students may be reassessed by the EL teacher using the WIDA MODEL at a later date to determine language proficiency.

English Language Proficiency Measures

English Language Proficiency for all identified EL students is measured by the annual administration of the ACCESS for ELLs by the EL teacher.  Additionally, English Language proficiency of EL students may be measured using the following:

  • The Developmental Reading Assessment (DRA2) as administered by a classroom or EL teacher (for grades K-5)

  • Data from the NWEA Reading and Math assessments (for grades 2-8)

  • Data from the MCA Reading, Math, and Science assessments (for grades 3-8, 10, and 11)

  • Writing samples scored using the Writing Rubric of the WIDA Consortium (for grades 1-12)

  • Input from mainstream teachers, Special Education teachers (as applicable) and parents on the student’s performance in the classroom

Identification Criteria

Students qualify for EL services if they receive an overall proficiency score below a 5 on the WIDA MODEL or ACCESS for ELLs.  Students may also be considered for services if a combination of the following apply:

  • The student receives a score of “Does Not Meet” or “Partially Meets” on one or more of the MCA Reading, Math, or Science assessments

  • The student scores below the 50th percentile on the NWEA Reading and/or Math assessments

  • The students scores below the grade-level appropriate band on the DRA2 assessment.

  • The students scores below a 4 on multiple writing samples scored using the Writing Rubric for the WIDA Consortium

  • Classroom teachers, Special Education teachers (as applicable), and/or parents express language or academic concerns regarding the student’s performance in the classroom

EL teachers have access to scores for the aforementioned district assessments via communication with teachers or through the TIES iCue system.

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