In South Dakota, an English learner is classified according to the Federal government definition as described in ESEA Section 3201(5). An English learner student is classified as one:
a) who is aged 3 through 21
b) who is enrolled or preparing to enroll in an elementary school or secondary school;
c) Must meet either (i), (ii), OR (iii). If Part (ii), them must meet both (I) and(II)
(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 outlying areas; - AND-
(II) who comes from an environment where language other than English had a significant
impact on the individual’s level of English language proficiency;
(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 speaking reading, writing, or understanding the English language may be sufficient to deny the individual - Must meet either (i), (ii), or (iii)
(i) the ability to meet the challenging State academic standards;
(ii) the ability to achieve successfully in classrooms where the language of instruction is English; - OR -
(iii) the opportunity to participate fully in society.
For additional guidance on identifying potential English Learners, check out the EL Toolkit resource.
School districts must have procedures in place to accurately and timely identify potential EL students.
At the beginning of the school year, identification, screening and parental notification of eligible students must be given within 30 calendar days of enrollment. Once the school year is underway, the window for identification, screening and parental notification of eligibility is within 2 weeks of enrollment.
Schools are also highly encourage to check their current Parent Notification Letters to see that they include the most up-to-date information. i.e. assessment names, exit criteria for exiting the program etc. To access the most current and up-to-date Parent Notification Letter, districts can visit the South Dakota Title III website.
Now that you know the student speaks a language other than English at home and have reviewed information about English proficiency, schooling background, and academic skills, the next step is to decide on an instructional placement that will support both language growth and success in the classroom.
Overview of approved EL program models, including each model’s purpose, target students, delivery approach, and staffing considerations.
Recommended ELD service minutes by WIDA proficiency level, including service delivery considerations and placement guidance.
Federal guidance and tools to support districts in meeting requirements and strengthening programs and services for Newcomers.
This toolkit is intended to help educators identify and use research-based practices for welcoming and registering newcomer immigrant and refugee students who are attending secondary schools in the United States.
This guide primarily addresses evaluating credentials and transcripts for multilingual learners born outside of the United States.