Identifying Students for English Learner ...



Michigan Department of Education Temporary Guidance for Identifying Potential English Learners During Remote LearningThis guidance may only be used when schools are providing remote/virtual learning. If schools are holding in-person instruction or conducting in-person assessments, all potential ELs must be administered the appropriate WIDA screener. Office of Educational Supports and Office of Assessment & Accountability mde-el@August 2020The Temporary Guidance for Identifying Potential English Learners During Remote Learning will sunset at the end of the 2020-21 school year. Educators can still use the Temporary Guidance for students enrolling now for the 2021-22 school year. However, once a district’s instruction formally begins for the 2021-22 school year, the K W-APT and the WIDA Screener must be administered.OverviewThe Michigan Department of Education (MDE) is providing temporary guidance to support the timely identification of potential English learners (EL) and the placement of English learners into EL program services. Local education agencies (LEA), including public school academies (PSA), should use this document while planning to implement the MI Safe Schools: Michigan's Return to School Roadmap. During the remote/virtual learning instruction, Michigan's approved English language proficiency (ELP) screeners (the Kindergarten WIDA ACCESS Placement Test (K W-APT) and the WIDA Screener) must not be administered in a student's home environment; nor should educators encourage students to participate in testing at a school or district building when it is not safe to do so. Please visit MI Safe Schools: Michigan's Return to School Roadmap to determine the required safety protocols for schools. LEAs must continue to identify the student's primary language, and the home language, of all new enrollees using Michigan’s approved Home Language Survey (HLS). This document is intended to provide guidance for using the HLS along with a family interview to determine if temporary EL programming during the remote/virtual learning period is in the best interest of an English learner. This process will be utilized when a newly enrolled student indicates that a language other than English is spoken by the student or in the student's home. EL identification must take place within 14 calendar days of enrollment or 30 days from the beginning of the school year during the remote/virtual learning period. Temporary EL programming:provides communication in a language that families understand; provides instruction that has been intentionally created to support ELs to increase their proficiencyof English via English language development (ELD) instruction; and provides meaningful access to core content area instruction. For more guidance on EL programming, see MDE's Learning at a Distance Guidance (page 8), and Michigan Association of Intermediate School Administrators (MAISA) Remote Learning Guidance for Continuity of Learning. For guidance on instructional strategies and supports, visit MDE's COVID-19 Online Instructional Resources webpage.Purpose of this DocumentThis document is meant to provide clarity regarding expectations for LEA staff when identifying students for EL programming while school closures and remote/virtual learning programs are in place in Michigan. This temporary guidance is intended to inform staff on how to identify students for temporary EL programming during remote/virtual learning. When in-person instruction resumes, an ELP screener should be administered. This guidance is to be used by all staff who play a role in the identification of students for EL programming, and it is not intended to permanently replace earlier guidance on identifying ELs or on student screening for English language proficiency . When schools return to in-person instruction, this guidance is no longer valid. At that time, all LEAs must return to the standardized guidance for the identification of ELs, which includes timely identification and screening. Refer to MDE’s Learning at a Distance Guidance as a starting point on considerations for ELs during current school building closures. This guidance is subject to change, and communication will be emailed and archived on the Michigan Department of Education's Memo webpage. English Learners and EquityIdentifying students for EL programming is a matter of equity. State departments of education and LEAs have clear obligations under Title VI of the Civil Rights Act of 1964 and Michigan's Elliott-Larsen Civil Rights Act to identify qualifying students for EL programming. Any student whose primary home language is not English and who has not yet reached proficiency in English has the right to participate in EL programming, including English learners who are students with disabilities. Supports must be in place throughout the school day and during instruction to ensure access to academic content as well as direct English language instruction. For additional information, please see the School's Civil Rights Obligations required of states and LEAs under Title VI of the Civil Rights Act and the Equal Educational Opportunities Act.Standard Process for Identification of English Learners According to law, Michigan is required to implement a standardized process to identify students with EL status. More detail on the permanent procedure can be found in the Michigan Entrance and Exit Protocol. A summary of this information is found in these three steps: Step 1: Administer an HLS via the enrollment process. If the HLS indicates a primary or home language other than English, these students are considered potentially eligible, and districts should proceed to Step 2. Step 2: All potentially eligible students take the K W-APT or the WIDA Screener. Students who are not yet proficient in English based on these screener results and in accordance with the details in Michigan's entrance and exit protocol qualify for EL programming.Step 3: EL status is identified for the student in the Michigan Student Data System (MSDS). MDE has adapted the current process for determining whether a student qualifies for EL programming while providing remote/virtual instruction. Temporary Identification Process for EL Programming During Remote/Virtual Learning in Phases 1-5 of the Michigan Safe Start PlanAs soon as possible, but no later than 14 calendar days from enrollment or within 30 days from the beginning of the school year, the LEA must determine if a newly enrolling student will benefit from temporary EL programming until EL status can be formally determined through the standard process by screening a student with the K W-APT or the WIDA Screener. Michigan's ELP screeners may not be remotely administered to measure a student's ELP.LEAs should examine the student's assessment history, transcripts, current ELP data, and other information for evidence of enrollment in an EL program. When staff has evidence of EL programming or evidence that a student has not yet met proficiency criteria on a state ELP assessment, the student's EL status should be confirmed by reviewing the MSDS history.The process outlined below is to be used when enrolling students in grades kindergarten through 12 during the learning at a distance period. Step 1: All newly enrolling families must complete the HLS, which is completed via paper-pencil, electronically, or remotely during the LEA's enrollment process. When the family submits an HLS, the LEA reviews it to determine the child's primary and home languages. If one or more statements indicate that the student's primary language or home language may not be English, or if the completed HLS cannot determine the primary home language, then districts should proceed to Step 2. The LEA should review MSDS to see if the student has been reported as EL by another LEA. If the student already has a completed HLS and a primary home language other than English has already been reported in MSDS by the previous LEA, do not change the MSDS record. Proceed to Step 2. Maintain a list of all students who identify a language other than English on their HLS that register during the remote/virtual learning period. These students will require the administration of the K W-APT or WIDA Screener when regular schooling resumes, see Step 4.Step 2: Conduct a phone interview with the family to determine if the child would benefit from temporary English language programming. Ensure the interview takes place in a language and format that the family can understand. When needed, provide language interpreters. Consult the section below, Determining Continuing EL Eligibility for Transfer Students, prior to calling the family. The Temporary Family HLS Interview Protocol must be documented in the student’s cumulative file. A sample is provided in Appendix A. Temporary Family HLS Interview Protocol:Confirm the student's primary language as well as the home language by verifying that your interpretation of the completed HLS is correct. Discuss the potential benefits of EL programming and supports for the student. After this discussion, determine, with the family, if it is in the student's best interest to enroll in temporary English language programming during the remote/virtual learning period. This programming will include English language development (ELD) instruction and supports for meaningful access to core content. These students will be identified as EL during the remote/virtual learning period and should be classified into one of two categories. See Temporary Family HLS Interview Protocol Step 3.Interview each student in the family to determine the likely level of English proficiency. MDE suggests using a tool such as the Great City Schools Sample Questionnaire to make this determination. After interviewing each student, the interviewer should classify the student in one of these two categories:Category 1Students who have little or no exposure to English and vocabulary that is limited to greetings or simple phrases during the family HLS interview. Category 2Students who have been exposed to English and have, at a minimum, some conversational skills. These students require further screening when in-person instruction resumes. Ensure that the family understands that students identified for Category 2 must take a K W-APT or WIDA Screener when in-person schooling resumes (beginning in Phase 4) to determine their EL status. Explain to the family that they have the right to opt-out of EL programming at any time and have the right to re-enroll their child in the EL program at any time. Testing may not be waived. Step 3: The LEA will document the EL program services that the EL student will receive during remote/virtual learning. Step 4: A student that is presumed EL for either category will be identified in MSDS.When in-person schooling resumes, students identified as Category 2 and who met the level of advanced response on the questionnaire, must be administered the K W-APT or WIDA Screener and the traditional identification process reinstated. All students who were interviewed during the remote/virtual learning period must be formally identified as EL in MSDS within 14 days of enrollment or 30 days from the beginning of the school year. When in-person instruction resumes, if a Category 2 student exceeds the identification criteria outlined in the Michigan Entrance and Exit Protocol and formal testing shows they do not qualify as an English learner, then the LEA should utilize the False EL Test Exception process window in December -January to file a false EL identification for the student.Depending upon the capacity of the LEA, schools might appoint a staff person who is responsible for working with parents or guardians on understanding the purpose of the HLS, resolving errors on the HLS (including discrepant or omitted data), and explaining the system of supports for ELs. Additional Actions for LEAsDuring the remote/virtual learning period, LEAs should keep an internal list of students that are newly enrolled, and the category identified during the interview.Family HLS Interview Indicates a Need for Temporary EL ProgrammingIn the cumulative file, make a note that the family interview identified a need for temporary EL programming and that this student must take the K W-APT or WIDA Screener when in-person schooling resumes. This decision will likely be made for all Category 1 students and many of the Category 2 students. Family HLS Interview Indicates that Temporary EL Programming is Not Needed or Desired During Remote LearningIn the cumulative file, make a note that the discussion with the family resulted in a decision not to provide EL programming during the remote/virtual learning. This decision could be made if it is believed that the student will not qualify after formal screening or if the family would like to decline temporary EL programming during the remote/virtual learning period. All students potentially identified as Category 2 must take the K W-APT or WIDA Screener when in-person schooling resumes.Prescreening of Incoming Kindergarteners from Pre-Kindergarten SettingsDuring the remote/virtual instruction, LEAs may not remotely conduct any K W-APT screening, including the pre-screening of young children for EL identification for kindergarten. Students currently enrolled in pre-k settings will be interviewed using the Temporary Family HLS Interview Protocol and identified as Category 1 or 2, as outlined in Step 3 of the Temporary Family HLS Interview Protocol. Temporary identification must occur within 14 calendar days of enrollment or 30 days from the beginning of the school year.Determining Continuing EL Eligibility for Transfer StudentsThere are three different types of enrolling transfer students: 1) students coming from a Michigan LEA; 2) students transferring from another state or territory; and 3) students arriving from another country.Determining a Need for EL ProgrammingThe process outlined below is to be used when enrolling transfer students in kindergarten through grade 12 programs during Phases 1-5 of the Michigan Safe Start Plan.The student is transferring from a MI school.The student is transferring from another state or territory.The student is from another country.Use the MSDS to determine EL status using student history. If the student reports or school transcripts indicate EL programming, or if the identified student does not have a qualifying exit score, the student remains in EL programming.Use this information as well as prior WIDA Assessment results from the OEAA Secure Site to inform EL programming.Use the Temporary Family HLS Interview Protocol and any English language proficiency assessment records or evidence of participation in EL programming (from another state or territory) to determine continuing EL status. Use the Temporary Family HLS Interview Protocol to determine the category in which the student will fall (see Category 1 or Category 2). Any student that is classified as Category 2 will be assessed with the K W-APT or WIDA Screener once in-person instruction resumes. Confirm the primary language of the student and the home language by using the HLS and review the student's records to inform student placement decisions.Use the Temporary Family HLS Interview Protocol to determine the category in which the student will fall (see Category 1 or Category 2). Any student that is classified as Category 2 will be assessed with the K W-APT or WIDA Screener once in-person instruction resumes.Students transferring from another LEA in MichiganFor enrollment of transfer students from another Michigan LEA, school and district staff will have 14 calendar days after enrollment or 30 days from the beginning of the school year to make continuing EL eligibility determinations for EL programming. For continuing students from a Michigan LEA, there are two reports to examine the student's EL status: MSDS or Student Assessment History in the OEAA Secure Site. The receiving LEA must process a Student Record Maintenance (SRM) for the student and claim the student as enrolled in the LEA. Once claimed, the LEA will gain access to the student history and the assessment records in the OEAA Secure Site. Use this information to determine the current EL status. If the student reports or school transcripts indicate EL programming, or if the student does not have a record of an EL exit in MSDS, the student must be reported as EL in MSDS.Students transferring from another state or territoryIf the enrolling student is coming from another state or territory, confirm the primary language of the student and the home language using the HLS and enter that information in MSDS. The Temporary Family HLS Interview Protocol will be used to determine temporary EL programming. If the family interview identifies a need for temporary EL programming, the student will be temporarily enrolled in EL programming. If the student was determined proficient in another state using that state's proficiency criteria, the student should not be considered EL. The student will be assessed using the K W-APT or WIDA Screener when in-school instruction resumes. Students transferring from another county If the enrolling student is coming from another country, determine the home language by using the HLS, and review the student's records to inform student placement decisions. If the primary home language is not English (or is not clear), a family interview should be conducted using the protocol outlined in this document. If the Temporary Family HLS Interview Protocol identifies a need for temporary EL programming, the student will be temporarily enrolled in EL programming. Work closely with the school counselor to assist in the final determination for credits and the need for EL programming at the secondary level.Parent Notification of EL Status Within 14 calendar days of enrollment or 30 days from the beginning of the school year, parents or guardians must be notified in writing when a student is enrolled in EL programming. When LEAs initially enroll a student in an EL program, they should utilize the EL annual parent notification letter that each LEA has prepared. For more information regarding parent notification letters, visit our webpage at MDE-EL .The parent notification letter must be sent home in a language and format accessible to the parent or guardian. The notification informs the parent or guardian that the student has been enrolled in an EL program. Additionally, the letter informs the parent or guardian that they have the right to visit the program, and to request a conference to understand the program, as well as the right to waive participation in the EL program. The LEA should also take this opportunity to include additional information, including the description of the purpose of the EL Program, the EL program model, and the content of the program. Parent RightsA parent or guardian has the right to waive or refuse participation in the EL program (or temporary EL program) at any time by providing written notice of this intent. Email or text messages are acceptable modes for parents or guardians to provide such written notice to opt-out of EL programming during the remote/virtual learning period. The parent or guardian may re-enroll the child in the program at any time. The opt-out procedure for EL programming is an annual process. However, regardless of the parent waiving the right to have their child enrolled in EL programming or receive services, the student will be reported with an EL status in MSDS and must continue to take the annual WIDA ACCESS for ELLs test until meeting the criteria to formally exit the program. Communicating with Students and FamiliesLEAs should be proactive and intentional in communicating with multilingual communities. It is not sufficient to send out a generic email or automated call without following up to ensure families received the message, and it was understood. Also, LEAs must provide information to families in their preferred language(s) and have clear outreach strategies that include connecting with multilingual/multicultural families and community organizations through bilingual staff, community elders, and planned calling trees. Refer to the MDE Website for more information about the translation of communications for families.MSDS Local Report to Verify EL Status of StudentsLEAs reporting in MSDS should continue during the remote/virtual learning period with the regular collection unless otherwise announced by CEPI. For questions related to MSDS reporting, please contact CEPI at cepi@ or 517-335-0505 x3.Immigrant Student Identification and ReportingIdentification of newly enrolled immigrant students who have been in US schools for three years or less remains the same. See the following websites and guidance documents for more information:Guidance for Immigrant StudentsMSDS Manual 2020-21 (beginning on page 181)For questions related to MSDS reporting, please contact CEPI at cepi@ or 517-335-0505 x3.Resumption of In-Person SchoolingWhen in-person schooling resumes, any student temporarily identified as Category 2 with a language other than English using the Family HLS Interview Protocol must be assessed with the K W-APT or WIDA Screener. Students identified as Category 1 who demonstrate minimal English proficiency may be considered EL without further screening when in-person schooling resumes. Note, a parent or guardian request for formal screening with the K W-APT or WIDA Screener for a student identified as Category 1 must be honored. If the student qualifies for EL programming after screening with the K W-APT or WIDA Screener and applying the entrance and exit protocol requirement, the student will remain identified in MSDS. If the student does not qualify for EL programming after screening with the K W-APT or WIDA Screener and applying the entrance and exit protocol requirement, the LEA must submit a False EL Request to remove the EL status for 2020-21. Appendix A: Temporary Identification of ELs Information Collection SheetPrint this sheet to use for collecting student information for the temporary identification of ELs. Student Name:Date of Family Interview:Grade:Family Attendees:School Building:Name of Interviewer: Home Language Survey ReviewConfirm the student’s primary language as well as the home language. Do this by verifying that your interpretation of the completed HLS is correct. HLS Language ListedLanguage Identified by Family if Different from HLSConfirmation of student’s primary languageConfirmation of student’s home languageDiscussion of EL ProgrammingIf the student uses a language other than English at home, discuss the potential benefits of EL programming and supports for their child. After this discussion, determine with the family if it is in the student's best interest to enroll in temporary English language programming (English Language Development (ELD) instruction and supports for meaningful access to core content) for their child during the learning at a distance period.Discussion of ScreeningThe family understands that the student may take a Kindergarten W-APT or WIDA Screener when regular schooling resumes (after the learning at a distance period) to determine official EL status.Discussion of Prior School ExperienceIf the interview reveals that the student has exited from EL programming in another state, do not begin serving the student.o Yes, previously exited. Discussion of Parent RightsThe family understands that they have the right to opt-out of EL programming at any time and the right to re-enroll their child in the EL program at any time.Determination of Temporary EL ServicesIf the interview reveals that the student needs EL services, create a plan of service that meets their individual needs, and begin services.o Yes, temporary EL services were provided. o No, temporary EL services were not provided. ................
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