ESL SERVICES

New Student Identification
Description of Data collected during ESL/ELL entrance examination.

Any student who enrolls in the district is immediately given a Home Language Questionnaire (HLQ).  If the student answers yes to any of the questions on the HLQ, the High School office will immediately contact the English as a Second Language (ESL) Department to conduct further testing to determine if the student requires ESL Services. Mrs. Soto, and Mrs. Lindberg , ESL instructors, will conduct the testing described below or collect the appropriate data.

If the student’s score on the testing falls within the qualifications for ESL services, [a score of 1 to 5.0 (with domain score(s) of less than 4 in each area)  on either the W-APT or the ACCESS], the ESL department will contact the Schools’ offices. A parent notification letter will be mailed to the student’s parent/guardian within 10 days to inform them of services, expectations and the kinds of support their child will receive and it is made clear within the letter that parents may decline services and the student will be placed into the regular education setting with no additional support. If the student scores above the listed scores, they will be referred to the counselor for regular ed scheduling.

W-APT/ACCESS Testing
Perham Schools use the WIDA ACCESS Placement Test (W-APT) to evaluate an incoming student’s abilities.  This assessment was switched to in 2011-2012 when yearly testing from MDE went to the ACCESS test. This test mirrors the ACCESS test given during the MDE State testing window each spring.  If a student comes from a district/state where the ACCESS is given, and the student has taken the ACCESS test in the previous 12 months, those scores will be used to place the student into the appropriate classification.

Description of how Data Informs Placement Decisions
The data collected provides the ESL department with the baseline needed to help place a student. The students are appropriately placed based on which of the following categories they fall into.

Possible Scores on ACCESS and W-APT Tests

1. Entering (knows and uses minimal social language and minimal academic language with visual support)
2. Emerging (knows and uses some social English and general academic language with visual support)
3. Developing(knows and uses social English and some specific academic language with visual support)
4. Expanding(knows and uses social English and some technical academic language)
5. Bridging(knows and uses social and academic language working with grade level material)
6. Reaching(knows and uses social and academic at the highest working level measured by this test

Placement
After looking at the test scores, students scoring 6 or less will be placed into the appropriate class based on their test score

1. Entering/Emerging (ESL Class) W-APT/ACCESS Score of 1 or 2
2. Emerging/ Developing (ESL Class) W-APT/ACCESS Score of 2 or 3
3. Developing/ Expanding (ESL Class) W-APT/ACCESS Score of 3 or 4
4. Expanding/Bridging (ESL Class) W-APT/ACCESS Score of 4 to 5
5. Bridging/Reaching (Transitional Phase) (ESL Class) W-APT/ACCESS Score of 5 to 6

Ongoing Identification
Each year, student’s ACCESS scores will be used to help make sure that the students are transitioning appropriately along the English Learner continuum.  Those scores correspond to the classification of classes offered in the ESL program and so the scores will help to place them appropriately from year to year.  Their performance and grasp of material in their other classes will also be used to help determine if they are ready to move onto the next step of their educational continuum.

Students who may not have been initially identified, for whatever reason, but language concerns arise, may be identified by teachers.  If a teacher believes that a student’s language concerns have to do with proficiency and NOT other factors, the High School teachers will fill out a referral form documenting how the student has shown to have proficiency issues.  Also looked at will be educational history, performance in other classes and other factors that may be involved. If these students are identified as students who qualify for services, they will be placed appropriately. A parent letter will also be sent out at this time.   


Documentation and Annual MARSS Report
The ESL department at the High School building, will keep progress files for each student.  These files will contain student ACCESS/W-APT scores as well as any other important information regarding the students involvement in the ESL program.  The ESL department will update files with new ACCESS scores each summer when the data becomes available.

Exit Criteria
Description of Exit Criteria and Procedures

Exit Criteria
To determine if the student is ready to move into transition, the ESL department will annually review the student’s ACCESS scores and other class performances. Once it is determined that the student has reached a 5.0 on the ACCESS test (with 4.0 or higher on all four language domains) and has demonstrated capabilities of being successful in the mainstream classroom, the student will be moved into a setting where they will receive mainstream class instruction throughout the day. However, while in this transitional phase, the student’s academic progress will be carefully monitored by the ESL department (ie: indirect service/monitoring phase) to ensure that the student is performing as expected. Open communication between mainstream teachers and ESL instructors will be of great importance during this time frame.

Transitional Length
The transitional phase can last anywhere between two months and two years depending on the needs of the student.

The Student Exits
When the student appears to have the new mainstream schedule and transitional phase under control, the student will be officially exited completely from the program.

How does the Data Inform Decisions about Exiting
If a student has scored a 5.0-or higher on the ACCESS, the ESL department will immediately begin to exit the student.

Description of the Reclassification Procedures in MARSS
When a student is fully exited, they will no longer be classified as a MARSS student. This notification of reclassification is done immediately with the ESL instructor informing the MARSS reporter (at the office) of the change in the student’s current status.  This will be done both over the phone and with a paper copy sent to the office to inform of the status change.

Testing / Identification of Students

When students enroll at PHS, they are given a Home Language Question. If they check that English is not the language spoken at home, they are tested by the English as a Second Language (ESL) department to see if they qualify for services.  Students who

qualify for services are placed in the appropriate class settings where they will be able to have the most success.

Teaching Standards

The ESL department at Perham High School uses the World Class Instructional Design and Assessment (WIDA) English Language Proficiency Standards to guide our instruction. This helps us insure that what the students are learning is appropriate for

the studentʼs age and ability. You can learn more about the WIDA Standards by going to the following link: https://wida.wisc.edu