The FIE…
explains home language survey indications (if EL-includes relevant LPAC data)
indicates student’s native language
indicates student’s language of instruction
describes reason for the language of the evaluation
identifies student’s level of language proficiency (above average, average, below average)
includes a description of how the student’s receptive and expressive language skills impact classroom performance (this may be informal data for students not identified SI)
includes a description of student’s communication strengths and weaknesses and recommendations for any weakness
This section should also include all data obtained from both formal and informal assessments.
STUDENT's Home Language Survey was completed (7/31/17), and it was reported that both English and Spanish were spoken in the home and that Spanish was the language the student spoke most of the time. He/She currently receives instruction in both Spanish and English following the Gomez and Gomez dual language model.
STUDENT was administered the Woodcock-Munoz Language Survey obtaining the following language proficiency scores:
English = Early Development
Spanish = Proficient
TELPAS Results
2020 Spring: Due to COVID 19 school closures, this student was not able to be assessed with Pre-LAS or LAS Links to determine his/her EOY Oral Language Proficiency. Per teacher observations and holistic TELPAS' scores, he/she is an English Learner and is recommended to continue receiving Dual Language or ESL services for the 2020-2021 school year.
2021 Spring:
STUDENT scored a Level 1 (Beginning) in all domains: Reading, Speaking, Listening, Writing
Based on the information provided, the assessment was conducted with a bilingual evaluator.
Teacher report
Special Education Teacher reported that receptively STUDENT struggles with comprehending word meaning and remembering information just heard. He does well with following oral directions and classroom discussions. His expressive language, based on Special Education Teacher information, is that he struggles to display adequate vocabulary and grammar for general communication. He is not as fluent as his peers when called upon to speak and struggles to relate a sequence of events in order (telling a story). Previous formal evaluation by the SLP identifies deficits in articulation, difficulties with producing particular sounds in initial positions, and a deficit in use of vocabulary. STUDENT’s speech is understood by the unfamiliar listener. His identified deficits in the area of speech and language are consistent with areas of concern identified by the Special Education Teacher. Student is currently receiving speech services as a student with a Speech Impairment and attends speech therapy 3 times weekly.
INTERPRETATION/BEHAVIORAL OBSERVATIONS
(+) Strengths (+/-) Emerging Strengths (-) Needs (N/O) Not Observed
Compared to peers:
_+_ attends to spoken language _+_ comprehends single-word meanings
_+_ understands “Wh” questions _+_ follows oral directions
_+_ understands figurative language, verbal humor, sarcasm
_+_ demonstrates adequate expressive word knowledge
_+_ demonstrates appropriate expressive grammar/morphology
_+_ uses appropriate sentence length and complexity
_+_ verbally responds appropriate to “Wh” questions
_+_ uses language to express a variety of communicative intents