Exiting ESOL Instructional Program

Exiting the ESOL Program 

Per GaDOE guidance, LEAs may establish written procedures for an EL Exit minimum criterion within the state-approved range ACCESS CPL 4.3-4.9. However, APS has selected a clear exit process for students in kindergarten and in grades 1-12. 

Clear Exit Criteria 

As ELs reach proficiency and are ready to exit the language assistance program, it is imperative to ensure these students have attained a degree of proficiency that will enable them to achieve academic success at levels equal to those of their native English-speaking peers. As such, APS has adopted the following exit criteria: 

Kindergarten EL Exit Criteria: 

• Must exit all Kindergarten EL students who score CPL ≥ 5 and Listening, Speaking, Reading ≥ 5, and Writing ≥ 4.5 on the Kindergarten ACCESS. 

Grades 1-12 EL Exit Criteria: 

• Must exit all EL students who score Overall CPL ≥ 5 on the ACCESS for ELs 2.0. 

Reclassification Exit Criteria 

Reclassification is a term that is used when an EL student's English language proficiency level reaches the state and APS's definition of English proficient. Once a student scores a 5.0 or above on the ACCESS for ELLs 2.0, the student is then exited from EL status, and the student's status is reclassified from English Learner=Yes (EL-Y) to English Learner Monitor Year 1 or EL-1. 

The state mandated English language proficiency assessment, ACCESS for ELLs 2.0 or Alternate ACCESS, is used to initiate a student's exit from EL status. Since APS has chosen an EL exit ACCESS Overall Composite Proficiency Level (CPL) score of 5.0 or above, there is no requirement to convene reclassification meetings for students scoring below this threshold. 

Alternate ACCESS Threshold for Considering EL Exit: 

1. Alternate ACCESS Overall CPL P2 (Emerging) for two consecutive years with IEP Team recommendation 

OR 

2. Any other Alternate ACCESS Overall CPL - the same score - for three consecutive years with IEP recommendation. 

The IEP Team, including the ESOL teacher, will serve as an English Learner (EL) Reclassification Team by completing the state provided EL Reclassification / IEP Team Rubric for English Learners with significant cognitive disabilities who have met the state’s established Alternate ACCESS Threshold for considering EL Exit, as stated above. 

IEP Teams who are considering reclassification of EL/SWD who have met the Alternate ACCESS criteria will finalize any possible EL status changes within 30 days of the beginning of the school year. District ESOL Personnel directly supports this process by communicating with local school Special Education Lead Teachers via email to ensure that the EL Reclassification IEP Team meeting occurs within this required timeframe. 

Note: In April 2019, the state established that a student’s Individual Education Program (IEP) Team may recommend exiting from EL status an English Learner with significant cognitive disabilities who has been assessed yearly on WIDA’s Alternate ACCESS for ELLs® English Language Proficiency (ELP) assessment when the student has reached the standardized statewide threshold. To make this recommendation, the IEP team will have documented evidence that the EL student’s English proficiency is no longer a barrier to full participation in the student’s individualized program of instruction with supports as established in the IEP.