Not Making Adequate Student performance is limited as evident on the following: Use Core English Language Arts Progress instructional materials with Assessment results i.e., SAT, ACT, FSA ELA, FSA MATH, Spring ACCESS for ELLs 2.0, Imagine appropriate ESOL strategies to Learning, iReady, Achieve3000, MyON, etc.. improve listening, speaking, reading Instructional grades comprehension, and writing skills. Grades in HLA (Elementary: Spanish World Languages or Haitian-Creole) Recommend supplemental Work samples in ESOL, Reading, and English Language Arts before or after school tutoring. Elementary Home Language Arts (Spanish or Haitian-Creole) teacher recommendations due to limited Modify intervention services since skills in the first language or student is limited in the heritage Student scores at a limited level on the Idea Proficiency Test (IPT) in Spanish or the (first) language and not making Assessment of Basic Skills in Haitian-Creole (ABASH) in Haitian-Creole (testing is not academic progress in Home required unless other data is not available) Language Student demonstrates limited receptive and expressive language skills (listening, speaking, reading, and writing) in the first language Grades and other formative and summative assessments indicate below grade level mastery in English Imagine Learning and/or iReady data indicates deficiencies in targeted areas of instruction Not Meeting Criteria Elementary and Secondary: Select as appropriate Continue to provide ESOL services to Exit ESOL Program Performance does not meet proficiency in all modalities of the CELLA Online Recommend supplemental services including before or after school Performance does not meet proficiency criteria on the Spring ACCESS for ELLs 2.0 tutoring. Performance does not meet state standards in FSA ELA, graduation requirements (including SAT/ACT) Rationale includes student data; e.g., instructional grades, iReady, MyON, Achieve 3000, etc Parental preference considered
Not Making Adequate Progress Use Core English Language Arts instructional materials with appropriate ESOL strategies to improve listening, speaking, reading comprehension, and writing skills. Recommend supplemental before or after school tutoring. Student performance is limited as evident on the following: Assessment results i.e., SAT, ACT, FSA ELA, FSA MATH, Spring ACCESS for ELLs 2.0, Imagine Learning, iReady, Achieve3000, MyON, etc.. Instructional grades Grades in HLA (Elementary: Spanish World Languages or Haitian-Creole) Work samples in ESOL, Reading, and English Language Arts Elementary Modify intervention services since student is limited in the heritage (first) language and not making academic progress in Home Language Home Language Arts (Spanish or Haitian-Creole) teacher recommendations due to limited skills in the first language or Student scores at a limited level on the Idea Proficiency Test (IPT) in Spanish or the Assessment of Basic Skills in Haitian-Creole (ABASH) in Haitian-Creole (testing is not required unless other data is not available) Student demonstrates limited receptive and expressive language skills (listening, speaking, reading, and writing) in the first language Grades and other formative and summative assessments indicate below grade level mastery in English Imagine Learning and/or iReady data indicates deficiencies in targeted areas of instruction Not Meeting Criteria to Exit ESOL Program Continue to provide ESOL services Recommend supplemental services including before or after school tutoring. Elementary and Secondary: Select as appropriate Performance does not meet proficiency in all modalities of the CELLA Online Performance does not meet proficiency criteria on the Spring ACCESS for ELLs 2.0 Performance does not meet state standards in FSA ELA, graduation requirements (including SAT/ACT) Rationale includes student data; e.g., instructional grades, iReady, MyON, Achieve 3000, etc Parental preference considered
TAP--Sample_Recommendations_and_Rationales_ELL_Committees_(Rev._8-18).docx