Embedded Files
English Learners make up roughly 6% of Indiana’s total student population, and they are enrolled in schools and districts in every corner of the state. Some of these students are immigrants and refugees, but the vast majority of Indiana’s English learners were born in the United States. English learners have rich potential - culturally, linguistically, and academically. Indiana assessment data shows that students who achieve fluency in English often end up outperforming their native-speaking peers on state content assessments.
https://www.in.gov/doe/files/IDOE-EL-Guidebook-Revised-August-2021.pdf
1645124815 (1).mp4Home language survey
The Home Language Survey (HLS) is a questionnaire given to parents or guardians that helps schools identify which students are potential ELs and who will require assessment of their English Language Proficiency (ELP) to determine whether they are eligible for language assistance services.
https://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/chap1.pdf
WIDA Access
The purpose of ACCESS for ELs is to monitor student progress in English Language Proficiency on a yearly basis and to serve as just one of the many criteria that educators consider as they determine whether English Learners have attained an English Language Proficiency level that will allow them to meaningfully participate in English language classroom instruction.
https://wida.wisc.edu/sites/default/files/resource/Interpretive-Guide.pdf
1645128494.mp41645132421.mp4Individual learning plan
All students identified as English learners are legally entitled to receive English Language Development instruction designed to promote their growth towards English Proficiency. An Individual Learning Plan (ILP) must be created for each English learner enrolled in a school or district and must be implemented with fidelity by all teachers and staff who work with the student.
https://www.doe.in.gov/sites/default/files/elme/idoe-el-guidebook.pdf
Monitoring
School districts must monitor the academic progress of former English Learners for at least two years to ensure they are meaningfully participating in the district’s educational program in a manner that is comparable to their native English speaking peers and comparable to other English Learners who exited at the same time.
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