ML Identification

The ESEA, as amended by ESSA, requires standardized, statewide entrance and exit procedures for MLs. ESEA section 3113(b)(2) states that all students who may be MLs are assessed for such status within thirty (30) calendar days of enrollment in a school. In South Carolina, all potential MLs must be screened using a South Carolina-approved English Language Proficiency (ELP) screener to determine identification within the first thirty (30) calendar days of enrollment at the start of the school year. Additionally, students who enroll after the start of the school year should be identified within the first two (2) weeks, or fourteen (14) calendar days, of enrollment to ensure students are receiving the appropriate services within a timely manner. The Multilingual Learner Identification memorandum supports the updated identification timeframe beginning May 2022. 

MLs that are already identified and served begin receiving services on or as close as reasonably practicable to the first day of school each year. At the start of the school year, all newly identified MLs must begin receiving MLP services no later than thirty (30) calendar days after enrollment. Additionally, students who enroll after the first thirty (30) calendar days of the school year should begin receiving services within the first two (2) weeks of enrollment to ensure students are receiving the appropriate support. If a special circumstance occurred during the identification period, the school and district are responsible for documenting the circumstance. In the interim, the student should be considered an ML and receive necessary support and accommodations until the identification process is complete. 

Each LEA or district is responsible for having a uniform process of identifying MLs within its school district. This section will outline the steps necessary to ensure that all MLs are appropriately identified and placed in appropriate services. It is discriminatory to identify students for MLP programs based on last name, appearance, accent, national origin, or any other surface identifier. 

How do we know who needs to receive MLP services in our schools? It cannot be on the basis of a student’s last name, appearance, accent (or lack thereof), national origin, or any other surface identifier. Using these as a basis for the identification of student needs is a discrimination practice. Rather, our District has a strict, but a simple, procedure to fairly identify potential ML.

Step One: Administration of the Home Language Survey

The Home Language Survey asks parents to identify any language other than English that a) was first learned by the student; b) is used by the student or c) is used in the student’s home. Follow-up and clarification with parents on this issue are essential in cases where the HLS is unclear.

To avoid discrimination, the Home Language Survey must be administered to all entering students. No exceptions! This form is one of the central items the State Department checks when they audit our ML program and check individual student files.

All student records must have this completed document in them.

The staff person responsible for registering new students must check the home language survey to see if a language other than English is listed. The registrar will enter in PowerSchool the code 9 if the student's HLS indicates English only or AW if the student's HLS indicates a language other than English. It is the MLPS' responsibility to verify the newly enrolled student's record for past MLP services/classification/placement to determine if the student will be screened, continue MLP services, or if he/she has met the exit criteria. Do not ignore this form on the basis of a student or parent’s oral proficiency, last name, or appearance. If the student’s parents indicate English to all HLS' questions, and the MLPS has verified that there are no past MLP/ESOL records in the student's cumulative folder, the MLPS's job is done after the HLS is placed in the student’s permanent record.

Step Two: Arrange for English language proficiency testing - WIDA Screener

Please note that parental permission is not required for a student to be tested for his or her English language proficiency. The person responsible for testing newly enrolled MLs is the MLPS assigned to the school.

If there is a question about whether the home language survey was completed correctly, the school may contact the parents for clarification. If a parent knows other languages but does not use those languages in the home, the child does not need to be tested for English language proficiency. If an HLS needs to be corrected due to an error when registering, an HLS Amendment (page 1) must be completed and submitted to the district MLPC for verification and approval. The document will then be filled in the student's cumulative folder.

Likewise, if the parent indicates all English on the home language survey but the school later learns that the child has a primary language other than English, the school is then obligated to screen the student based on this knowledge. One question the MLPS may ask to clarify the HLS is: “Before your child went to school, what language was he/she learning to speak?” If the answer to that question is in a language other than English, then that student will need to be screened.

Step Three: Screening for English language Proficiency

The MLPS will screen the student using the WIDA language screener.

Step Four: Record the Results of the English Proficiency Test

The MLPS will send the results of the screener to the MLPC where it will be entered into PowerSchool.

Step Five: Evaluate the Results of the English Proficiency Screener

The MLPS will use the results of the screening to determine the best type of service for that student. Once a student’s proficiency level is known, the MLPS must determine the appropriate class time and make arrangements for the student to begin receiving language services. Programs will be started in Ellevation and information will be communicated to the classroom teacher. Paperwork will be sent home to notify parents. The caseload spreadsheet will be updated to include the information about the new ML to notify the MLPC of placement. The MLPS will make additional determinations as to whether an Accommodation Plan is needed on an individual basis.

Beginning English language learners, especially those determined to have limited formal schooling as part of their background, should be given extra time in MLP instruction whenever possible.

As much as possible, students should receive MLP instruction in groups based primarily on level (e.g. beginning-level students). When it is necessary to work with students at multiple proficiency levels, the MLPS must ensure that instruction meets those students’ individual needs, either by having different lesson plans or by including accommodations and modifications in lesson plans for students at a different proficiency level.

NOTE: All students must be placed in an age-appropriate grade unless there are extenuating circumstances that fall under other District guidelines. English proficiency it’s not a cause for retaining a student.

SCDE Identification and Placement Guidance Document 2022-23