Newcomer ELLs (0-3 years)

These are ELLs identified under CR Part 154 who have received English as a new language instruction, as a component of their bilingual education or stand-alone English as a new language program, for a total of zero (0) to three (3) enrolled school years. While newly arrived ELLs are represented among the group of newcomer ELLs, many others are US-born.

Developing ELLs (4-6 years)

Students who have received ELL services for 4 to 6 years.

Long-Term ELLs (6+ years)

Long-Term ELLs are students that have exceeded six years of ENL services, but have yet to reach the Commanding level on the NYSESLAT.

Former / Commanding ELLs (Exited)

These are students who had been identified as English language learners and subsequently exited from ELL status. Once a student has achieved Commanding status, he/she will continue to receive .5 unit of study (18 minutes) for at least two years. In addition, the student will continue to receive ELL testing accommodations.

Ever ELLS (Exited more than two years prior)

Students who have exited ELL status for more than two years.

Students with Inconsistent/Interrupted Formal Instruction (SIFE)

These are ELLs who have attended schools in the United States for less than twelve months and who are performing at two or more years below grade level in literacy in their home language and/or two or more years below grade level in mathematics due to inconsistent or interrupted schooling prior to arrival in the United States.

ELLs with Disabilities

ELLs with disabilities are English language learners who have Individualized Education Programs (IEPs). An IEP team determines a student’s eligibility for special education services and the language in which special education programs and services are delivered. ELLs who are also students with disabilities (SWD) receive accommodations that apply both to ELLs and SWDs, as appropriate. ELLs with disabilities are not exempted from the NYSESLAT, and may use the test accommodations as listed on their IEP when taking the NYSESLAT (and as permitted in the School Administrator’s Manual for the test). ELL status cannot be a factor for special education eligibility. Response to Intervention (RTI) approaches should be applied to ELL students who enter with lower levels of proficiency in the home language, or if anticipated progress is not seen after a reasonable time period. IEP teams may not exempt ELL students with disabilities from ENL. All ELLs, including those with disabilities, must be programmed for ENL (at a minimum) for the mandated number of units of ENL as per CR Part 154.

Never ELLs

Students who have never been identified as English Language Learners.