Monitoring

While a student is receiving MLP services, the MLPS and classroom teacher(s) need to keep in at least quarterly contact about the student’s progress in the content areas to pinpoint any problems and address them before they grow larger. MLPS may use a variety of methods to facilitate this communication, but it must be documented in Ellevation.


Items generally discussed in monitoring reports are as follows:


** This information can be gathered from a variety of sources: Ellevation, conversations with classroom teachers, School Registrar, Guidance, School Nurse, etc.


If the MLPS believes a teacher is not meeting accommodations, it might be helpful to document the concerns to discuss with the MLPC.


Monitoring reports are a place to document what the MLPS is doing to ensure that the student is able to access the curriculum. While it can be helpful to note the personality and motivation of the student, this should not be the end of the discussion. If a student is unmotivated or absent often, what has the MLPS done to intervene? The MLPS is able to conference with the parents at any time to get their input as well.


Keep in mind not to document any sensitive information. Do not write anything that you would not want their parents to read. Documentation should remain professional at all times and should not go into any personal details that may be revealed about the student.


NOTE: Students who are failing or are at risk of retention must have more frequent monitoring reports with information about what accommodations have been tried.

SCDE Information on Monitoring MLs

Monitoring is necessary while students are in the MLP program and is required after they have met the proficiency criteria. To maintain compliance with monitoring, make sure that documentation is on file for each student (M1-M4). Comprehensive and comparable data on all students is needed to evaluate students' success in obtaining an effective and appropriate education. This data allows comparisons to be made between MLs and their native English-speaking peers in core content classes. To maintain statewide compliance with monitoring, the Title III program office, in collaboration with district-level stakeholders, created a universal Reclassification Monitoring form, Form RM: Monitoring Form for M1-M4. Monitoring M1-M4 students is a requirement, and districts may utilize this form or a district-created monitoring form. The Title III program office plans to implement this form as a requirement beginning the 2023-24 school year. 

If districts choose to utilize a district-created monitoring form, the form should contain the following information: 

• assessment information (e.g., standardized tests taken, WIDA identification scores and dates), 

• academic information (e.g., courses taken, grades, attendance, and promotion/retention), 

• entry date into U.S. schools, 

• entry date into the local district, • years of schooling in the home language, 

• interrupted education? Yes or no-educational history, 

• testing for vision and hearing, • physical conditions that may affect learning, 

• classroom observations by teachers, and 

• enrollment history and criteria used for placement in special services (e.g., MLP, IEP, speech therapy, special education, gifted services, etc.). 

Students who have previously met the proficiency criteria but may need additional support can potentially re-enter an MLP program. If there is adequate supporting evidence of a language concern, the school/district 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 MLP program. Reclassification as an ML means the student will be unable to exit the MLP program until they have successfully met the proficiency criteria on the annual ELP assessment and completed four years of monitoring after meeting the proficiency 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 student may need to re-enter an MLP program, an ELP screener should be administered to determine eligibility. 

If the student is eligible for MLP services, the MLPT should convene to create an ILAP and determine services (see ILAP guidance for additional information). 

The ‘English Proficiency Levels (PL)’ field in PowerSchool will need to be updated to the new ELP score. The date in the ‘English Language Proficiency (ELP) Initial Assessment’ box must be the enrollment date into the district. The ‘ELP Assessment’ and ‘ELP Score’ must be updated to reflect the new ELP information. Any other additional PowerSchool data and information should be entered. The student must begin receiving services and accommodations, and parent notification must be sent within 14 calendar days. 

chap8.pdf