Transition and Monitoring Performance

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

This section addresses the procedures and criteria for determining when students no longer need an alternative language program. The following questions may be used as a checklist in developing a description of the transition procedures:

Transition from alternative language program services

• Does the plan describe all assessment instruments and procedures (e.g., tests, teacher observations, etc.) used as part of a transition assessment?
• Are the guidelines and criteria for the use of assessment information included in the procedures?
• Do the transition procedures describe how the district will assess the English language skills of ELL students in the areas of understanding, speaking, reading, and writing?
• Do the transition procedures describe the methods and standards that will be used to assess whether students who have been receiving services have progressed to the point that such services are no longer needed to enable the students to participate meaningfully in the district's regular program?
• Do the transition procedures identify the person(s) who will conduct the transition assessments and any qualifications of the person(s) must meet to conduct the assessments?
• Are the timeframes for implementing the transition assessment procedures described?
• Do the procedures include a statement of the criteria (e.g., test scores or other performance standards, teacher observation, etc.) that will determine when a student is English-language proficient and no longer in need of the district's program of services for ELL students?
• Do the criteria include an objective measure(s)?
• How is the objective measure weighted in comparison with other measures? If the objective measure is a test, is the test valid for the purpose for which it is being used?
• Do the procedures include a description of the documentation that will be maintained on the assessment results (e.g., continued need for services) and the decision whether to transition the student from the district's alternative program of services?

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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