Exiting and Monitoring MLs
ML students not meeting exit criteria must be evaluated annually using the state-mandated ELP assessment. To determine if a student is eligible to be reclassified from the program, they must demonstrate English proficiency on a valid and reliable ELP assessment. CCSD administers ACCESS for ELLs 2.0 to MLs annually.
Reclassification Criteria
ACCESS for ELLs
The current reclassification or exit criteria in South Carolina states that MLs must have scored a 4.4 or higher Overall PL AND a 4.0 or higher PL in all four domains: Listening, Speaking, Reading, and Writing on ACCESS for ELLs. In addition, these students are monitored for an additional four (4) years before being considered fully exited.
Alternate ACCESS for ELLs
The current reclassification or exit criteria in South Carolina states that MLs must have scored a P1, P2, or P3 on Alternate ACCESS for ELLs. In addition, these students are monitored for an additional four (4) years before being considered fully exited.
Exit Scores from Non-WIDA States
South Carolina accepts exit scores from non-WIDA states if there is written documentation and ample evidence (e.g., official exit letter, score report, etc.) of the student exiting from a summative ELP assessment similar to ACCESS for ELLs.
If a student exits from a non-WIDA state on an identification/placement screener, the school must rescreen the student using the appropriate SC WIDA identification assessment, as non-WIDA identification/placement assessments are not permissible in South Carolina.
Post-Exit Achievement and Data Reporting
After students have met the reclassification criteria, they move to monitor status (M1 – M4). The four-year monitoring period allows schools to ensure that students are progressing as academically expected. Schools are still responsible for monitoring M1 – M4 students’ academic progress. In addition to academic progress monitoring, state assessment scores will be reported to the SCDE for four years.
Monitoring Academic Success and Reclassification
Monitoring is necessary while students are in the ML Program and required after they have met the reclassification criteria. To maintain compliance with monitoring, MLPS will disseminate the ‘Exited ML Progress Monitoring’ Google Form to content/grade-level teachers. This form will collect assessment information, academic information, and classroom observations by teachers regarding monitored MLs progress and performance. Based on this feedback, MLPS will intervene and provide service as necessary. Comprehensive and comparable data on all students is needed to evaluate students' success in obtaining an effective and appropriate education.
Students who have previously met the reclassification criteria but may need additional support can potentially re-enter the ML Program. If there is adequate supporting evidence of a language concern, the school must obtain written parent/guardian documentation before rescreening. This written documentation must show that parents/guardians understand that if the student does not receive a non-qualifying score on the identification screener, they will be reclassified as an ML and placed back into the ML Program. Reclassification as an ML means the student will be unable to exit the ML Program until they have successfully met the exit criteria on the annual ELP assessment and completed four years of monitoring after meeting the reclassification criteria.
If the parent/guardian agrees and all other avenues (i.e., MTSS) and the questions listed below have been answered, identification screening for reclassification may occur.
Is there a language need?
Is the student receiving instruction of enough quality to make the accepted levels of academic progress?
Has the student undergone the MTSS process? Is the data from the process valid and reliable?
Are classroom accommodations being made in the classroom if applicable? Have they been documented? Are additional accommodations needed (monitored students may receive necessary accommodations and an ILAP)?
Are there any factors beyond the classroom such as health, family circumstances, education history, and trauma impacting the student’s academic progress?
How does the student’s progress compare with their non-ML peers?
*If a school has a concern regarding reclassification of a monitored ML, please contact the MSO office (mso@charleston.k12.sc.us).