Student Progression Plan
Search Progression Plan:
English Language Learners
ELL Course Placement
The program of studies for 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. Instruction is designed to develop each student’s English language proficiency and academic potential.
- English language learners will have equal access to appropriate programs courses which includes state funded English for Speakers of Other Languages (ESOL) instruction and instruction in basic subject areas which are understandable to English language learners and equal and comparable in amount, scope, sequence and quality to that provided to English proficient students. Instructional services will be documented in the form of an ELL student plan.
- English language learners with special needs and in need of additional services will be provided equal and comparable services to those provided to English proficient students on a timely basis and appropriate to their level of English proficiency.
- English language learners who, by the end of grade 12 fail to meet the grade 10 statewide assessment, will be provided appropriate programming as specified in Rule 6A-6.0909, F.A.C.
Access to Programs Other Than ESOL
- Appropriate programming includes enrollment in programs other than ESOL funded programs as provided in Rule 6A-6.0908, F.A.C. Such programs will seek to develop each student’s English language proficiency and academic potential (Rule 6A-6.0908, F.A.C.).
- 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, pre-first grade, vocational, adult education, dropout prevention, extended day, and supportive services regardless of the funding sources.
- 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 unless clearly not feasible.
- National origin minority or English language learners will not be subjected to any 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 categorical exemption from participation in the statewide assessment program for English language learners, except as provided in Rule 6A-6.0909, F.A.C.
- English language learners enrolled in a United States school for less than twelve (12) months who are exempted from the statewide assessment in ELA, will take the annual statewide English language proficiency assessment, in accordance with Rule 6A-6.0902, F.A.C.
- 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, pursuant to 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.
- No promotion or retention decision may be made for any individual student classified as an 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 district’s formal assessment process. A formal retention recommendation regarding an English language learner may be made through action of an ELL committee. (Rule 6A-1.09432, F.A.C.)
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. Accommodations that negate the validity of statewide, standardized assessments are not allowable.
Accommodations will include the following.
- Flexible setting
- English language learners may be offered the opportunity to be tested in a separate room with the English for Speakers of Other Languages (ESOL) or heritage language teacher serving as test administrator.
- Parents must be informed of this option for students not of legal age. They will be given the opportunity to select the preferred method of test administration.
- English language learners may take a test session during several brief periods within one (1) school day; however, each test session must be completed within one (1) school day.
- English language learners may be provided additional time to complete a test session; however, each test session must be completed within one (1) school day.
- English language learners may be provided limited assistance by an ESOL or heritage language teacher using the student’s heritage language for directions, prompts, items, and answer choices.
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 provided accommodations on all district and site-based assessments.
Grade Level Placement
The School Placement Committee and the ELL Committee, which is composed of 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.)
No promotion or retention decision may 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. Placement recommendations for English language learners will be made by the ELL committee.
In conjunction with Rule 6A-1.09432, F.A.C., criteria to be utilized in making appropriate placement decisions include the following:
- academic performance and progress of a student based on formal and language acquisition assessments in English and/or the student’s native language;
- progress, attendance, and retention reports;
- number of years the student has been enrolled in the ESOL program; and
- the student’s English language proficiency. (Rule 6A-1.09432, F.A.C.)
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.
Refer to the General Statements, Grade Level Placement section for additional information.