Arkansas English Learner Entrance and Exit Procedures

Overview

Identifying which students in Arkansas are English Learners (ELs) is critical to the success of these students. To facilitate consistent identification of ELs, reclassification to Former English Learners (FELs), and monitoring of FELs, the Division of Elementary and Secondary Education (DESE) standardized statewide entrance and exit procedures effective as of the 2018-19 school year. These standardized entrance and exit procedures were developed after consulting with 51 English for Speakers of Other Languages (ESOL) Coordinators throughout Arkansas and gathering feedback from ESOL Coordinator groups at several education service cooperatives, as well as in collaboration with the Arkansas English Learner/Title III Advocacy Group representing districts of various sizes throughout the state.

English Learner Entrance & Exit Procedures

2. Home Language Usage Survey

Home Language Usage Survey

(HLUS)

Home Language Usage Survey

Verification Form (HLUS-VF)

A common Home Language Usage Survey will be administered to all Arkansas students initially enrolling in each Local Education Agency (LEA). LEAs will include the HLUS in the student’s cumulative folder/ permanent file. (Cumulative folders may be maintained as hard copies or electronic copies. An electronic copy must be able to be printed or emailed to other districts in Arkansas if/when the student transfers.)

All school districts are required to administer the Arkansas Home Language Usage Survey (HLUS) to all students registering in the district for the first time.

Occasionally, responses on a student’s HLUS may not correctly reflect the student’s Language Minority Student (LMS) status. The Home Language Usage Survey Verification Form (HLUS-VF) was created for Arkansas schools to document when this occurs. There are only two reasons to complete the HLUS-VF:

To refer a student with ALL English on his/her HLUS for English Language Proficiency screening, OR
To document why a student with a response other than English on his/her HLUS is NOT an LMS.

3. Screening and Data

English Language Proficiency

Assessment for the 21st Century (ELPA21)

Alternate English Language Proficiency

Assessment (Alt ELPA)

Supporting Evidence Rubric- Exit Criteria

4. Language Proficiency Assessment Committee (LPAC)

Language Proficiency Assessment Committee (LPAC)

Placement decisions are made by a site-based Language Proficiency Assessment Committee (LPAC) consisting of at least three educators, one from each category:

Building administrator (principal, assistant principal
English Speakers of Other Languages (ESOL) designee (teacher who is English as a Second Language (ESL) endorsed and/or trained to work with ELs)
Certified educator familiar with the student's data and performance in the classroom

The LPAC must meet for the following reasons to review assessment results and other available data to determine placement, services, and recommended classroom and assessment accommodations:

Initial placement

Within the first 30 days of enrollment at the beginning of the school year
Within two weeks of enrollment thereafter

Annually thereafter for all current ELs and monitored former ELs (M1-M4)
As needed for student success

Specific EL services offered remain a local decision. Local Education Agencies (LEAs) are expected to offer appropriate English Language Development (ELD) services and meaningful access to content area instruction to ELs. The LPAC must also determine the appropriate classroom and assessment accommodations to be provided to the student due to their EL needs, if any.

ESOL Training Hub

Videos:

PDF Files:

Initial Placement of an

English Learner

(6 minutes)

PDF

FEL: Initial Identification of English Proficient Student

Exiting Former EL into Monitoring Year 1 (M1)

(7:08 minutes)

PDF

Monitoring Former ELs- Monitoring Years 2-4

(5:53 minutes)

PDF

Monitoring Former ELs- Monitoring Completed

5. Annual Parent & Guardian Notification

The Parent/Guardian Notification:

Is sent home after the LPAC.
Should be sent home every year for any Language Minority Student who is:

An active English Learner:

Being placed in English Learner Services for the first time
Transferring to the school district
Returning to English Learner Services
Has a Waiver on file for declined Services

A former English Learner:

Entering Monitoring Year 1
In Monitoring Year 2, Monitoring Year 3, and Monitoring Year 4
Indicated Monitoring Complete for the first time

The Parent Notification will be completed in English and the language indicated for communication.
Parent Notifications are available in English and other languages on the EL Sample Forms file and in ParentNotices.

The District Annual Parent Notification letter includes:

The reasons for the identification and the need for placement of the student as an EL
The student’s level of English language proficiency, how the student was assessed, and the status of achievement
The method(s) of instruction that will be used to increase language proficiency
How the ESOL program will meet the strengths and needs of the child
How the ESOL program will help the child learn English and meet academic state standards
The exit requirements of the program
How the ESOL program will help the child meet the requirements for graduation
How the program meets the needs of an EL with disabilities
The parents’ right to decline English Language Development (ELD) and/or Access to Core Content Program (CCP) Models