Determining+Eligibility+for+ELL+Services

Students who eligible for ELL services

=== Parents are informed each September whether their student continues to be eligible for ELL services. Students who score as limited English proficient on the annual English language proficiency assessment continue to be eligible to receive services. Students who score as fluent English proficient on the annual English language proficiency assessment no longer receive services and are no longer tested; their academic performance is monitored for two years. Parents have a right to refuse services at any time. Parents should contact the school or the ELL teacher at the school if they want to refuse services for their student. === **WIDA’s English Language Proficiency Performance Definitions **
 * === indicate on the Home Language Survey that a language other than English is spoken at home ===
 * ===demonstrate that they have limited English proficiency as measured by the English language proficiency assessment.===
 * ** 5 **  ** Bridging **  || * the technical language of the content areas
 * a variety of sentence lengths of varying linguistic complexity in extended oral or written discourse including stories, essays, or reports;
 * oral or written language approaching comparability to that of proficient English peers, when presented with grade level material ||
 * ** 4 **  ** Expanding **  || * specific and some technical language of the content areas:
 * a variety sentence lengths of varying linguistic complexity in oral discourse or multiple, related paragraphs;
 * oral or written language with minimal phonological, syntactic, or semantic errors that do not impede the overall meaning of the communication, when presented with oral or written connected discourse with occasional visual and graphic support ||
 * ** 3 **  ** Developing **  || * general and some specific language of the content areas;
 * expanded sentences in oral interaction or written paragraphs;
 * oral or written language with phonological, syntactic, or semantic errors that may impede the communication but retain much of its meaning, when presented with oral or written, narrative or expository descriptions with occasional visual and graphic support ||
 * ** 2 **  ** Beginning **  || * general language related to the content areas;
 * phrases or short sentences;
 * oral or written language with phonological, syntactic, or semantic errors that often impede the meaning of the communication, when presented with one to multiple-step commands, directions, questions, or a series of statements with visual and graphic support ||
 * ** 1 **  ** Entering **  || * pictorial or graphic representation of the language of the content areas;
 * words, phrases, or chunks of language, when presented with one-step commands, directions, WH- questions, or statements with visual and graphic support ||