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  you are here:   Home  >>  English Language Learner Program  >>  PLAN  >>  Identification, Entry & Placement
Identification, Entry and Initial Placement of LEP Students

LEP Student definition:

The term "limited English proficient", which is defined in section 9101 of Title IX when used with respect to an individual, means an individual
  • who is aged 3 through 21;
  • who is enrolled or preparing to enroll in an elementary school or secondary school;
  • who was not born in the United States or whose native language is a language other than English:
    • who is a Native American or Alaska Native, or a native resident of the outlying areas; and
    • who comes from an environment where a language other than English has had a significant impact all the individual's level of English language proficiency: or
    • who is migratory, whose native language is a language other than English, and who comes from an environment where a language other than English is dominant; and
  • Whose difficulties in speaking, reading, writing, or understanding the English language may be sufficient to deny the individual
    • the ability to meet The State's proficient level of achievement on state assessments described in section 1111(b)(3);the ability to successfully achieve in classrooms where the language or instruction is English; or
    • the opportunity to participate fully in society.


General Procedures for Initial Student Identification

The following instruments may be used to identify ELL students:
  1. Bismarck Public School's registration form
  2. Home language survey and Background Information form
  3. Review of all educational documents and student records
  4. District and state standardized achievement or diagnostic test data
  5. W-APT language proficiency screener
  6. Teacher observations
  7. Teacher-developed devices (e.g., inventories, cloze tests)
  8. Pre-referral form
There are two different Procedures for Identifying LEP students. Students must be identified at initial registration to BPS or throughout the school by teacher referrals.

Language Support Committee (LSC) I ELL Program Committee

The Language Support Committee consists of any combination of the following members:
  • ELL Director
  • Other program specialists
  • ELL Resource Teacher
  • School counselor
  • ELL Instructional Assistant
  • Parents
  • Classroom or Content teachers
  • Student
  • School administrator
The LSC Committee will:
  • Review the school wide home language survey to identify potential students in the school.
  • Meet with the school staff to provide information about LEP student enrollees and ELL support services.
  • Carry out periodic monitoring for at least 2 years after a student's reclassification to consultation services.
  • Make decisions from evaluation devices about placement in a given program and appropriate ELL support.
  • Meet on a regular basis to monitor the LEP student's language and academic progress (grade reports, a portfolio, standardized tests when applicable, and parent and teacher observations).
  • Recommend modification of ELL support services or reclassification of a student receiving direct services to consultation.
  • Continually evaluate the ESL program as a whole.


Criteria for Placement and Individual Language Plans (ILP)

  1. Students that receive a 1, 2, or 3 on the W-APT or ACCESS will be scheduled for services from the ELL Resource teacher and the instructional assistant. An ILP will be developed for all students who are identified as LEP. The plan will be developed by the LSC committee. Specific accommodations, modifications, and direct services will be decided on individual basis. Refer to ILP under Forms of ELL administrative binder.
    • Level I, Entering
      • When compared with others of the same age or grade, a Level I individual demonstrates negligible cognitive-academic language proficiency. If provided with monolingual instruction at the subject's chronological age or corresponding grade level, it is expected that a Level I student will find the language demands of the learning task impossible to manage.
      • Typical ILP services include: 60 minutes ELL class, modified grades, modified curriculum, unlimited S/U grades, unlimited audited classes, instructional accommodations, curriculum modifications
    • Level 2, Entering
      • When compared with others of the same age or grade, a Level 2 individual demonstrates very limited cognitive-academic language proficiency. If provided with monolingual instruction at the subject's chronological age or corresponding grade level, it is expected that a Level 2 student will find the language demands of the learning task extremely difficult.
      • Typical ILP services include: 30 minutes ELL class, modified grades, modified curriculum, up to 2 S/U grades, up to 2 audited classes, instructional accommodations, curriculum modifications
    • Level 3, Developing
      • When compared with others of the same age or grade, a Level 3 individual demonstrates limited cognitive-academic language proficiency, if provided with monolingual instruction at the subject's chronological age or corresponding grade level, it is expected that a Level 3 student will find the language demands of the learning task difficult.
      • Typical ILP services include: ELL support as needed, modified grades, modified curriculum, I SIU grades, up to 2 audited classes, instructional accommodations, curriculum modifications
    • Level 4, Expanding
      • When compared with others the same age or grade, a Level 4 individual demonstrates fluent cognitive-academic language proficiency. If provided with monolingual instruction at the subjects' chronological age or corresponding grade level, it is expected that a Level 4 student will find the language demands of the learning task manageable.
      • Typical ILP services include: ELL academic monitoring, instructional accommodations if necessary, and curriculum modifications if necessary.
    • Level 5, Bridging and Level 6, Reaching
      • When compared with others of the same age or grade. a Level 5 individual demonstrates advanced cognitive-academic language proficiency. If provided with monolingual instruction at the subject's chronological age or corresponding grade level, it is expected that a Level 5 student will find the language demand,' of the learning task very easy.
      • Typical ILP services include: ELL academic monitoring, instructional accommodations if necessary, and curriculum modifications if necessary.
  2. Examples of accommodations (Change in how a student learns. Grade is not marked with an asterisk.)
    • Concrete examples
    • Prioritized material
    • Extended completion time
    • Reduced number of problems
    • Highlighted text
    • Review lessons/materials
    • Individual or small group instruction
    • Simplified directions
    • Study guides
    • Manipulatives
    • Teacher lecture notes
    • Multiple forms of communication
    • Word banks
    • Preview lessons/materials
  3. Examples of curriculum modifications (Change in the expectation and amount of learning. Gracie is marked with an asterisk.)
    • Alternative grading scale
    • Modified expectations in written language and/or English mechanics
    • Alternative tests and Assessments (This could include ELL materials)
    • Paraphrased texts
    • Alternative text and materials
    • Pre-copy of test
    • Change of percentage correct or completed reflected in grade
    • Project or demonstration rather than report or test grades
    • Grading on effort
    • Retaking of tests
    • Shortened spelling list


General Procedures for Annual Assessment

Students who are identified as LEP shall be administered the NDELPA, ACCESS for ELLs, annually to reestablish eligibility or to determine readiness to exit, as well as measure progress. These scores will be kept on file to document eligibility and provide data for submission to the State Department of Education regarding program accountability.
Bismarck Public Schools must assure North Dakota Department of Public Instruction that all LEP students are:
  1. Included in the statewide achievement assessment system.
  2. Identified and assessed for English language proficiency.
  3. Provided appropriate instructional services based on assessment.
LEP students included in achievement assessment
(Refer to 10 DPI of ELL administrative binder)
LEP students must participate in the statewide achievement assessment program as other students.
  1. Teachers must identify the students as LEP on the test inside front cover sheets.
  2. LEP students have a right to accommodations according to level of English language proficiency.
  3. Bismarck Public Schools documents and reports on the language proficiency and academic achievement of identified LEP students.
    • Academic achievement assessment reporting on LEP students is included with district reporting on all students.
    • Language proficiency assessment reporting is submitted separately.


Language Process File (LPF)

The LPF file is maintained by the ELL Teacher. The primary LPF file is a working file kept by the ELL teacher at the ELL office. Copies of important documents are placed in students' cumulative files. Student's LPF may include the following:
  • Registration form for Bismarck Public Schools (initially identifies child as language minority student)
  • Home language survey W-APT and/or ACCESS assessment results
  • ILP
  • Referral documents



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