Identification, Placement and ExitDistrict 622 has established rigorous identification criteria and procedures as the first step in serving EL students. Identification consists of two parts. The first part is determining the home language of the student. The second part is determining students proficiency in English based on developmentally appropriate measures.
1.1 District 622 administers a home language questionnaire to all students.
A Home Language Questionnaire is given to all families upon registering their children at the District 622 District Education Center. The district uses an enrollment process to consistently apply all of the requirements related to the Home Language Questionnaire. This document is sent home in English and the particular family’s home language. District 622 takes great care and vigilance in the identification process. Part of the document is shown below.
1.2 District 622 uses developmentally appropriate measures to identify and place EL students in a program.
District 622 uses the WIDA W-APT as a placement test to identify students who need specific language support. The W-APT tests social language as well as academic content language. Along with the W-APT, the district also carries out an intake interview in English or the student's native language. This interview gives insights about previous experiences with English and is designed to give EL teachers a clear profile of new EL students. These two resources allow the district to identify where the student is in relation to WIDA’s 6 levels of language acquisition and assign the student appropriate coursework.
1.3 District 622 uses developmentally appropriate measures to exit and reclassify EL students.
The decision to exit a student is based on input from a variety of perspectives, lenses, data, and dialogue. Great care is taken in making sure EL students are in the least restrictive environment and always able to access the curriculum.
In addition, each Spring EL students take the ACCESS 2.0 test. This provides information regarding the progress of EL students in the following domains: Reading, Writing, Speaking, and Listening. Students who reach a composite score on the ACCESS test of 5.0 (5 in WIDA levels of language acquisition) are eligible for exiting the program. Along with the ACCESS 2.0 testing, district 622 uses formative and summative testing, as well as anecdotal observations from EL teachers, specialists, and parents.1.4 District 622 communicates with parents regarding their children’s participation in the language instruction education program in an understandable, uniform format in the primary language of the students' families.District 622 sends Title III notification, Parent Notification in English and in home language.
1.5 District 622 parent notice includes all required elements.
Program description and rationale for EL student’s participation in the program is sent home at the beginning of the academic year or as students enter throughout the school year. Included in these documents are the graduation rate in district 622 for EL students. Documentation of these records are kept with the EL teachers as well as at the district’s central office.