Monitoring the Success of Former ELL Students

This KnowledgeBase archive includes content and external links that were accurate and relevant as of September 30, 2019.

The following questions may be used as a checklist in developing a description of the monitoring procedures:

• Does the plan identify the staff person(s) who will be responsible for monitoring former ELL students?
• Does the plan establish guidelines for how often the district will monitor former ELL students (e.g., quarterly, each semester)? How long will the district monitor such students?
• Does the plan identify the information the district will review to measure whether individual former ELL students are successful in the district's overall educational program (e.g., grades, test scores, teacher observations, etc.)?
• Does the plan include the methods or criteria the district will utilize to measure success of former ELL students in the district's education program? For example, the district may review the grades, testing results, teacher feedback, or other appropriate information to determine whether or not a former ELL student has meaningful access to the district's education program.
• If a former ELL student, under the district's criteria, is not successful in the district's regular program, does the plan indicate:
  • How the district will determine whether a lack of success is due to academic deficits incurred while the student was receiving alternative program services, the lack of English language proficiency, or other reasons?
  • If the lack of success is due to academic deficits incurred while the student was receiving ELL services or the lack of English language proficiency, do the procedures set forth the methods to be used and/or services the district will provide to assist the student? For example, depending upon the reason for the individual student's lack of success, the district may consider approaches such as: providing additional services to develop English language skills, or providing academic tutorial or support services to address academic deficiencies incurred while the student was receiving alternative program services.
• Does the plan include appropriate notification procedures to inform parents of service options?

Source:

"Programs for English Language Learners: Resource Materials for Planning and Self-Assessments" U.S. Department of Education, Office for Civil Rights, November 30, 1999.

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