• Milford Public School District
    English Learner Program

    Reclassification and Monitoring Policy


    Criteria for Reclassifying Students in EL Program

    All English Learner (EL) students who have achieved proficiency in English and can access all content knowledge without additional support (according to the State's ACCESS for ELLs 2.0 assessment) will be identified as fluent and be fully mainstreamed in SEI core-content classrooms.

    Either an SEI or ESL teacher may initiate consideration for reclassification from the EL program. ESL staff will gather ACCESS for ELLs' 2.0 test scores and other pertinent information to make a decision that is in the student’s best educational interests.

    Parent requests for reclassification from the EL program may at times supersede some of the above criteria, but in order to do this, parents must sign an Opt-Out form requesting that their child be withdrawn from the program. We ask that every parent considering this option first meet with the respective building ESL CTL and/or the district-wide EL director to discuss the possible educational consequences of this decision.

    The following list displays the criteria which we consider before an EL student exits the EL program:

    List of Exiting Criteria
    Minimum Requirements
    GR
    K – 12
    Composite Score Student must score a composite ELD level 5 or 6 on the ACCESS for ELLs 2.0 
     
    Oral Proficiency in English
    Student must score level 5 or higher on both the Listening and Speaking sections of the ACCESS for ELLs 2.0 AND/OR WIDA MODEL.

    Reading Proficiency in English
    Student must score level 5 or higher in reading on ACCESS for ELLs 2.0 AND must read on grade level OR score proficient on WIDA MODEL


    Writing Proficiency in English
    Student must score level 5 or higher in writing on ACCESS for ELLs 2.0 AND a sample of student’s writing must be judged as being on grade level by a team of teachers OR must score proficient on the Writing test of the WIDA MODEL.

    List of Exiting Criteria
    Minimum Requirements
    GR 3 – 12
    MCAS 2.0 Test Results
    If student receives a WARNING or NEEDS IMPROVEMENT on the MCAS 2.0 ELA exam, he or she must have met all other criteria for exiting. He or she will be included in MCAS 2.0 intervention services provided by each school.
     

    School Grades
    A student must receive at least a C average (or “Developing”/ “Secure” designation in grades K – 3) in all combined ACADEMIC area subjects on his/her most recent report card

    Teacher Feedback
    A student must be able to function without English Language Development support in core academic subjects, based on ESL/SEI teacher feedback.

     
    Monitoring of FEL (Former English Learner) Students

    All students who have been reclassified from the EL program at the Milford Public Schools will be monitored for satisfactory academic progress for at least four years, and if necessary, will be offered additional language support.

    Once the students have been reclassified from the program, MPS provides a system for monitoring the success of the student in the mainstream program.

    The ESL instructors will be responsible for conferencing with the mainstream teachers of our FEL (Former English Learners) at least twice a year. A Monitoring Form for Reclassified Students will be completed by the mainstream SEI teachers, in collaboration with the ESL teachers, and provide documentation to support the information. Some of this information will include:

    Progress reports and report cards
    Test score documents (MCAS 2.0, GMADE, DRA, DRP, Running Records, etc.)
    Individual Student Success Plans (ISSPs) and Individual Education Plans (IEPs)
    Teacher feedback regarding areas of concern in the different curriculum areas
    Teacher recommendations for continued academic progress
    Interventions already in place
    Student participation in class and completion of daily work
    If a FEL student is having difficulty in the mainstream classroom, the ESL teacher and other members of the instructional team will work to determine the reasons for an individual student’s lack of academic success. The student will be referred to the school’s Student Teacher Assistance Resource Team (START) if there is uncertainty as to whether this lack of progress is due to learning differences, disability, or language differences. The District will then provide additional services to develop English language skills and/or will provide tutorial or support services to address other academic problems. The student will be considered for reclassification as an English Learner, and parents will be appropriately informed of service options.

                                                                                                                                             Last Updated: 12/19/16