ESL: Other Considerations for English Language Learners

1. Retention of an ELL in a grade cannot be based solely on the student’s limited English proficiency. Evidence of the need for retention must include lack of progress toward grade level standards, limited performance on district assessments, and limited success in the regular education program.

2. An ELL’s progress may be reviewed by Student Support Team.  If needed, the multidisciplinary team will convene and include the student’s ESL teacher, the ELL’s parents/guardians, and an interpreter. The multidisciplinary evaluation must find that the ELL’s disability or exceptionality is not based on a lack of instruction with accommodations or his/her limited English proficiency. A complete language assessment must be conducted, and all pertinent evaluations including intelligence testing must be conducted in the student’s primary language or be language neutral. The evidence of a disability must be language neutral.

3. If the ELL is recommended for special education placement, the Individualized Education Plan must be based on the presence of a disability, not on limited English proficiency. The IEP team must include the ESL teacher, the student’s parents/guardians, and an interpreter.  If necessary ,communication with parents will be facilitated through an interpreter.