Student Progression Plan
Search Progression Plan:
English Language Learners
The ELL Committee includes the principal or designee, the parent, an ESOL/English teacher, the school counselor, and any other instructional personnel responsible for the instruction of English language learners, will meet to:
- review and make placement recommendations:
- evaluate continuation of program services to support language acquisition;
- determine eligibility; and
- provide recommendations for programs and access to additional services. (Rule 6A-6.0908, F.A.C.)
The placement of English language learners (ELLs) is determined by the student’s level of English proficiency and academic potential based on academic history, transcripts, performance data, language screening, and/or the district’s age-grade placement policy.
- The English for Speakers of Other Languages (ESOL) program model is designed to develop English language proficiency and academic potential.
- English language learners will have equal access to appropriate programs and courses that are equal and comparable in scope, sequence and quality to instruction provided to English proficient students. Instructional services are documented in the ELL student plan.
- English language learners who have completed the credits required for graduation but have not met the 2.0 GPA or the state assessment requirements are eligible for a certificate of completion and an additional year of high school. (Rule 6A-6.0909, F.A.C.) Refer to the High School, Certificate of Completion section for additional information.
Equal Access for English Language Learners
- English language learners, including refugees and other immigrants, racial and national origin minority students, are entitled to equal access to programs and services other than ESOL, such as, but not limited to compensatory, exceptional, early childhood, career and technical education, adult education, dropout prevention, extended day, and other supportive services. (Rule 6A-6.0908, F.A.C.)
- All written and oral communication between a school district’s personnel and parents of current or former English language learners will be in the parents’ primary language or other mode of communication commonly used by the parents, as feasible.
- English language learners will not be subject to disciplinary action because of their use of a language other than English.
The academic progress of English language learners in reading, writing, science, and mathematics are determined through appropriate formal and informal assessments and through differentiation of instruction.
- English language learners are required to participate in the state annual English language proficiency assessment to evaluate their annual progress in English language acquisition.
- English language learners must participate in the statewide assessment program, prescribed in F.S.1008.22. There is no exemption from participation in the statewide assessment program for English language learners.
- Assessment results will be used by schools to evaluate the progress of individual students. When indicated, evaluations will result in appropriate adjustments, modifications, and improvements of each individual ELL student plan. (Rules Rules 6A-6.0901, 6A-6.0902, and 6A-6.0903, F.A.C.) The ELL committee will convene whenever substantive changes in an individual ELL student plan are required.
Accommodations for Statewide Assessment
Appropriate and allowable accommodations must be provided to English language learners on statewide assessments. (Rule 6A-6.09091, F.A.C.) Accommodations are defined as adjustments to settings and/or scheduling to include amount of time for administration, assistance in heritage language, and the use of an approved translation dictionary or glossary. Examples may include:
- testing in a separate room with the ESOL or heritage language teacher;
- scheduling in multiple increments within one school day, when allowed;
- additional time within one school day may be provided to complete a test session;
- access to an approved heritage language dictionary or glossary; and/or
- limited assistance by an ESOL or heritage language teacher using the student’s heritage language for directions, prompts, items, and answer choices.
Accommodations that negate the validity of statewide, standardized assessments are not allowable.
Prior to the test administration, parents or guardians of English language learners must be notified in writing, in their native language whenever possible, of these accommodations. Parent may elect to refuse testing accommodations.
English language learners are eligible for accommodations on all district and site-based assessments.
Grade Level Placement
Placement recommendations for English language learners will be made by the ELL committee upon review of the following criteria:
- academic performance;
- standardized assessments and language acquisition data;
- number of years the student has been enrolled in the ESOL program with consideration for interrupted instruction;
- the student’s English language proficiency; and
- attendance and retention data.
Promotion or retention decision may not be made for English language learners based solely on a score on any single assessment instrument, whether such assessment instrument is part of the statewide assessment program or of a particular district’s formal assessment process. (Rule 6A-1.09432, F.A.C.)
Refer to the General Statements, Grade Level Placement section for additional information.
ELL Transfer Students
The following placement guidance applies to students transferring to the district.
- At the start of the academic year, students without interrupted education are placed in the appropriate consecutive grade-level.
- Throughout the academic year, students entering from another site in the district, the state, and out-of-state are placed in the concurrent grade-level.
- The bilingual guidance services team will evaluate documents and recommend placement in cases where academic records are incomplete or require translation.
- Foreign-born students without records are placed according to their age prior to September 1 of the current academic year.