English Learner Exit Criteria & Reclassification Plan
Exit and Reclassification
Students remain in the EL program until they reach proficiency in academic English. The amount of time varies by individual. Although spoken English is acquired socially in 1-3 years, a period of 5-7 years is required, on average, for English Language Learners to approach grade level norms in academic aspects of English. If the child is not literate (able to read and write) in the home language, it may take up to ten years to approach grade level norms. (Collier, 1987; Klesmer, 1994; Cummins, 1981a). Additionally, parents may remove their child from the program by signing a parental refusal letter.
The EL teacher examines the data and makes the determination using the criteria below. Students who are exited from the program are reclassified in MARSS as LEP-N at the end of the school year by either the MARSS Coordinator or the Teaching and Learning Coordinator, although they may be exited from the EL program at any time during the school year. Regardless of when a student is exited from the program, they are closely monitored by the EL teacher through periodic communication with the classroom teacher for a full school year following the date of exit. Should language or academic concerns arise within that period, students may be reassessed by the EL teacher using formative classroom assessment data, MCA, and NWEA-MAP assessments, as well as teacher and parent feedback to determine additional language needs.
English language proficiency for all identified EL students is measured by the teacher-administered ACCESS test each spring and spring writing samples scored using the Writing Rubric of the WIDA Consortium. Additionally, for a student to exit EL services, they must be at or approaching grade level proficiency as measured by a combination of the following:
Data from the NWEA Reading and Math assessments (for grades 2-8). This assessment is conducted three times each year in September, January, and May.
Data from the MCA Reading, Math, and Science assessments (for grades 3-8, 10, and 11). These assessments is annually administered in the spring.
Input from mainstream teachers, Special Education teachers (as applicable) and parents on the student’s performance in the classroom. Classroom assessments used to support exit decisions should include the Development Reading Assessment 2 (DRA2) as well as content-specific summative and formative assessments.
Students with a composite WIDA level of 5 from the previous spring but who remain in service based on the other data points may exit service mid-year. These students, as well as students exited from the previous two years continue to be monitored by the EL teacher using the same measures listed in the bullet points above to ensure their continued English language proficiency.
Students are considered for exiting EL services if they receive an overall proficiency score of 4.8 or higher ACCESS for ELLs, with no score below a 4 in any area of the test (Listening, Speaking, Reading or Writing). A combination of the following must also apply in order for a student to be exited from the EL program:
The student receives a score of “Meets” or “Exceeds” on one or more of the MCA Reading, Math, or Science assessments
The student scores at or above the 50th percentile on the NWEA Reading and/or Math assessments
The students scores at or above 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 agree that the student is successful in the classroom without additional language accommodation. Data from classroom assessments such as the Development Reading Assessment 2 (DRA2) as well as content-specific summative and formative should be used to support decisions.
EL teachers have access to scores for the aforementioned district assessments via communication with teachers or through the TIES iCue system.
Communication of Exit Criteria and Procedures
When a student has achieved proficiency across several language measures and is ready to be exited from the EL program, parents will be notified via phone call and written communication (translation available as needed) from the EL teacher. Additionally, classroom teachers and Special Education teachers (as applicable) are notified by the EL teacher the student will be exited from the program, but will be monitored by the EL teacher.