EL Monitoring Requirement

EL Monitoring Requirement


These guidance materials have been developed with support from the monitoring sub-committee of the Ohio English Learner Advisory Committee (2021):

Mireika “Marie” Kobayashi (Cincinnati Public Schools)
Loi Dang-Nguyen (Akron City Schools)
Jennifer DeYarman (Toledo Public Schools)
Carol Striskovic (Mentor EV Schools)
Lori Welsh  (South-Western City Schools)

Click here to view materials from a presentation of the group provided for Ohio TESOL 

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After students have exited EL status by achieving a score of “proficient” on the Ohio English Language Proficiency Assessment (OELPA), schools must monitor students’ academic progress for at least two years.

Districts should establish EL monitoring systems to assure that the instruction and supports provided in the general education classroom are adequate.

Monitoring former English learners includes measures to determine when students are not making appropriate progress.

The evidence gathered should include demonstrations of proficiency without the use of adapted or modified English materials or accommodations on standardized measures such as:

  • periodic benchmark assessments in multiple content areas;

  • writing samples;

  • performance assessments scores with formal standardized rubrics;

  • state assessments at applicable grade levels; 

  • academic records such as grades.

Required Documentation of the Monitoring Process

Districts must maintain the 2-year monitoring documentation on file, along with the student language usage survey and OELPA results. The monitoring of former English learners includes state content assessment test scores, grades, benchmarks, teacher observations, attendance data, and summary/action steps. The monitoring form must be signed by the person completing the form and team members. Samples of monitoring forms for former English learners are provided here.

Monitoring former English Learners with Disabilities

Students with disabilities should be monitored according to the same standards, or have Individualized Educational Programs (IEPs) that specify parallel, alternate standards-related criteria.


Author: Donna Villareal
Last modified: 20-Oct-23 9:51 AM (EDT)