skip to main content
ELL Program Overview
View more pictures
Related Documents:
ESL Policy Guide
District Plan
ELL Program Main Page
Additional Pages:
ELL Program Overview

Student Identification

Home Language Survey

Upon initial enrollment to a school of the Hamblen County Department of Education, all students complete a language survey form to determine if there is the influence of a language other than English.  The language survey will identify any languages other than English that are:

·    First learned or acquired by the student;

·    Used by the student in the home; or

·    Used by the student with friends outside the home.

 

W-APT Placement Assessment

W-APT stands for the WIDA-ACCESS Placement Test. It is an English language proficiency screener test given to incoming students who may be designated as English language learners. It assists educators with decisions regarding identification and placement of ELLs. The W-APT is one component of WIDA's comprehensive assessment system.

Features

W-APT test items are written from the model performance indicators of WIDA's five English Language Proficiency (ELP) standards:

•    Social & Instructional Language

•    Language of Language Arts

•    Language of Mathematics

•    Language of Science

•    Language of Social Studies

 

Test forms are divided into five grade-level clusters: 

•    Kindergarten

•    Grades 1-2 

•    Grades 3-5

•    Grades 6-8

•    Grades 9-12 

Each form of the test assesses the four language domains of Listening, Speaking, Reading, and Writing.

The W-APT is designed to be individually administered and adaptive, meaning that parts of the test may be discontinued as soon as the student reaches his or her performance "ceiling."

 

 

 

ELL Program Participation

The ELL program is designed to meet the educational needs of ELL students.  The ELL curriculum provides for the development of English language proficiency skills in listening, speaking, reading, and writing. The following guidelines are used in determining instructional services:

ELL Services:

·    Must be delivered by a certified teacher with English as a Second Language (ESL) endorsement, or a certified teacher pursuing the additional endorsement.

·    May be provided by an educational assistant under the supervision of an ELL teacher.

·    Must be delivered during the regular school day, although supplemental support may include tutorials after school or summer school programs.


WIDA-ACCESS Assessment

ACCESS for ELLs (Assessing Comprehension and Communication in English State-to-State for English Language Learners) is a language proficiency assessment given to Kindergarten through 12th graders who have been identified as English language learners (ELLs). It is given annually to monitor students' progress in acquiring academic English.

Features

ACCESS for ELLs test items are written from the model performance indicators of WIDA's five English Language Proficiency (ELP) standards:

•    Social & Instructional Language

•    Language of Language Arts

•    Language of Mathematics

•    Language of Science

•    Language of Social Studies

 

Test forms are divided into five grade-level clusters:

•    Kindergarten

•    Grades 1-2 

•    Grades 3-5

•    Grades 6-8

•    Grades 9-12

Within each grade-level cluster (except Kindergarten), ACCESS for ELLs consists of three forms: Tier A (beginning), Tier B (intermediate), and Tier C (advanced). This keeps the test shorter and more appropriately targets a student’s range of language skills.

Each form of the test assesses the four language domains of Listening, Speaking, Reading, and Writing.

 

Transition and Exit

Students demonstrating English language proficiency on the annual language proficiency assessment will transition to T1 status.  Student progress is monitored for two years to ensure there are no difficulties in mainstream classrooms due to a lack of English proficiency. Once a student has been successful for two years out of ESL services, they are exited from the ELL program and are transferred to "Former ELL" status.  If the student is not successful in mainstream classes due to a lack of English proficiency, the ELL teacher will consult with the all stakeholders to determine the best course of action for that student.

  

Federal Definition of an Immigrant Student

The term "immigrant children and youth," which is defined in section 3301(6) of Title III, refers to individuals who: (A) are aged 3 through 21; (B) were not born in any State; and (C) have not been attending one or more schools in any one or more States for more than 3 full academic years.

Federal Definition of a Limited English Proficient Student

The term 'limited English proficient', when used with respect to an individual, means an individual—

(A) who is aged 3 through 21;

(B) who is enrolled or preparing to enroll in an elementary school or secondary school;

(C) (i) who was not born in the United States or whose native language is a language other than English;

(ii) (I) who is a Native American or Alaska Native, or a native resident of the outlying areas; and

(II) who comes from an environment where a language other than English has had a significant impact on the individual's level of English language proficiency; or

(iii) who is migratory, whose native language is a language other than English, and who comes from an environment where a language other than English is dominant; and

(D) whose difficulties in speaking, reading, writing, or understanding the English language may be sufficient to deny the individual—

(i) the ability to meet the State's proficient level of achievement on State assessments described in section 1111(b)(3);

(ii) the ability to successfully achieve in classrooms where the language of instruction is English; or

(iii) the opportunity to participate fully in society.TITLE III—LANGUAGE INSTRUCTION FOR LIMITED ENGLISH PROFICIENT AND IMMIGRANT STUDENTS