ML Retention

There are many adverse effects of retention and retaining MLs. There are several considerations for MLs who may be at risk of retention. Mastering academic L2 language takes a minimum of five to seven years. It is imperative that an ML not be retained due to acquiring the English language or English language proficiency level. Other alternatives to retention must be explored before retention conversations. 

Before retention, alternatives must be explored. Consider the following: 

• How much of the academic performance is related to the development of English language proficiency? 

• Is English language proficiency the dominant concern? 

• What is the current ELP level of the student? 

• Are classroom accommodations aligned with the student's ILAP? 

• Has the implementation of accommodations been documented? 

• Is the student receiving the appropriate PSDMs, amount of support, and accommodations with fidelity? 

• Are grading procedures and practices based on modified or accommodated work per the student's ILAP? 

• Has there been a discussion with the MLPS/teacher or coordinator to establish ways to support the student? 

After careful consideration of these questions, if evidence does not support a robust instructional program or continued development of English language proficiency, the student should not be retained. The decision to retain MLs should involve multiple data points and is not a decision that should be taken lightly. Every effort should help the student achieve academic content to progress to the next grade level. 

The SCDE Read to Succeed (R2S) office provides Third Grade Retention Guidance, including information related to MLs. When considering retention, the MLPT should discuss the whole child's needs and include qualitative and quantitative data. The SCDE Title III program and R2S offices strongly suggest that the team have a conversation and review the Literacy Assessment Portfolio (LAP). It is essential to consider and include multiple data points, authentic student work samples, and even social and emotional development when building the portfolio. This information goes beyond using benchmark data as a standalone to make a good-faith decision based on the whole child. Additionally, the retention guidance lists good cause exemptions and other considerations to facilitate discussions and make decisions regarding the retention of an ML. 

NOTE: All MLs who are at risk of being retained must be discussed with the MLPC. A notice of student performing within at risk of retention criteria form must be completed and signed by the school's principal, ML program district lead, and parent. A copy must be placed in the student's cumulative folder - ML yellow section. The classroom teacher must provide proper documentation supporting the recommendation for retention. After a thorough review of the document, a retention recommendation result letter must be issued stating presenting the reason that the team agrees or disagrees with the recommendation for retention. The school's Administration team makes the final recommendation for each student.

If the MLPT has any further questions, please do not hesitate to reach out to the SCDE Title III program office or Marie Gibbons, MGibbons@ed.sc.gov, in the R2S office.