Defining Former English Learner Students (FEL)
Ohio’s Former English Learners (FEL) are students who were initially identified as English learners (EL) through the standardized identification process. When students are classified as English learners, they qualify for the school’s English learner program to develop English language proficiency skills and academic content knowledge and skills. All English learners receive school support and must take the Ohio English Language Proficiency Assessment (OELPA) annually. Students are reclassified from English learner status upon achieving a score of proficient on the OELPA. At that point, students become Former English Learners who must be monitored by the school/district for at least two years, “to ensure that (1) they have not been prematurely exited; (2) any academic deficits incurred as a result of participating in the EL program have been remedied; and (3) they are meaningfully participating in the standard program of instruction comparable to their never-EL peers.”
In addition, the ESEA now requires LEAs to report on the number and percentage of former ELs meeting state academic standards for four years.
Designated Instructional Staff
ESOL staff, general education teachers, counselors, and other specialists who are familiar and responsible for FELs academic progress.
According to federal and state guidance, the two-year monitoring process for Former English Learners is a required part of all English Learner Plans (Title VI of the Civil Rights Act of 1964 and the Equal Educational Opportunity Act of 1974). Evidence of a written monitoring process and its successful implementation should be maintained by all Ohio schools, including those who receive federal Title III funding and state equity grants.
Here are examples of a simplified way and more comprehensive way to monitor students.
Meaningful Participation
Meaningful participation includes longitudinal Data that compare performance in the core content areas (e.g.,valid and reliable standardized tests in those areas, graduation, attendance, classroom samples, grades, state assessments, district assessments) compared to that of never -EL students. While the data need not demonstrate that current EL students perform at a level equal to their never-EL peers, former EL students are participating meaningfully in classes without EL services and are performing comparably to their never-EL peers in the standard instructional program. To assess whether the EL program sufficiently prepared EL students for more demanding academic requirements in higher grades, the Department expects districts to evaluate these data not only at the point that students exit EL services, but also over time.
Multiple Data Points
Data that compare performance in the core content areas (e.g.,valid and reliable standardized tests in those areas, graduation, attendance, classroom samples, grades, state assessments, district assessments) compared to that of never -EL students.
Continuing to Provide Language and Learning Supports to FELs
During the monitoring process, schools and districts develop procedures based upon best practice to make certain that Former English Learners transition successfully from English learner status to Former English Learner status. That is, schools and districts make certain that Former English Learners have not been prematurely exited from the English language program and are able to access the general education curriculum without supplementary linguistic supports. Within this overarching objective, the Office for Civil Rights affirms that schools should provide needed supports when a FEL student’s lack of success in the general education curriculum is due to (1) lack of English language proficiency, or (2) academic deficits incurred while the student was receiving language services. These supports may involve, for example, English as a second language and literacy instruction.
Teams that follow Response to Intervention (RTI) and/or Multi-Tiered Systems of Support (MTSS) frameworks are appropriate vehicles for monitoring FELS. Such teams should be involved in making sure that FELs receive equitable access to effective language and academic instruction across school programs.
The RTI or MTSS team generally has three levels or tiers with established guidelines for determining students’ needs. Each level identifies the frequency and duration of student interventions and set decision-points for the changes needed in the levels or tiers of intervention.
Tier 1 instruction of the RTI process is generally defined as instruction provided to every student. Tier 1 includes the services schools provide for all FEL students who are in the two-year monitoring period. As part of Tier 1 supports, the school team determines the extent to which the FEL student has received opportunities to access and participate in the school’s instructional programs; that is, how teachers are informed of their students who are recently reclassified as FELS, the professional development provided to staff, and the use of data to make decisions that address FEL students’ progress.
Tier 1 academic and behavioral supports indicate how and when the team determines that a FEL student needs additional assistance to participate in the district’s educational programs. Questions include: to what extent the Language Usage Survey has been completed and reviewed by the team? To what extent is family engagement occurring? Is communication provided in language that is understandable? Has standards-based grade-level instruction been provided? Have culturally responsive interventions been considered and implemented?
Tier 2 interventions are provided only to students who demonstrate problems based on screening measures or inadequate progress from regular classroom instruction. In addition to general classroom instruction, Tier 2 students receive supplemental, small group instruction. In accordance with Title VI and ESSA requirements, compliance school teams must have sufficient resources to assure that interventions are provided with fidelity and by individuals who are qualified to instruct English learners.
Former English learners who are not making progress in the general education curriculum should be administered a valid English language proficiency (ELP) assessment that yields detailed information related to the areas of listening, speaking, reading and writing. That ELP assessment administered as part of Tier 2 interventions should be an assessment with diagnostic purposes. It should not be the Ohio English Language Proficiency Screener (OELPS) because the OELPS was developed to identify English learners initially during the school registration process. Examples of English Language Proficiency assessments that are allowed for the purposes of intervention and program planning are found in Appendix C of the Guidelines for Identifying English Learners.
Tier 3 interventions are provided for students that are not academically progressing after a reasonable amount of time with the Tier 2 interventions. Tier 3 interventions are more intensive support in terms of both time and frequency. Tier 3 (or, in districts with more than three tiers, tiers 3 and above) usually entails one-on-one tutoring with a mix of instructional interventions. When moving to Tier 3, assessment of the FEL student’s language proficiency is conducted, including skills in the first or home language(s), as possible. Ongoing analysis of student performance data is critical in determining the successful intervention practices for individual students.
The OELPs should not be used as a diagnostic tool for reidentification purposes. Examples of English Language Proficiency assessments that are allowed for the purposes of intervention and program planning are found in Appendix C of the Guidelines for Identifying English Learners. [4]
Additional support from Title I/Auxilliary tutors, small group intervention support from core teachers
Reidentification:
For students who have gaps, student may be reidentified
Reidentification (also known as redesignation or reclassification) is the team-based process of r
evaluating and reidentifying a former English learner as a current English learner (again). When English learners reach proficiency and exit English learner status, schools and districts must monitor students’ linguistic and academic progress for at least two years. If the former EL student is not progressing academically as expected, and monitoring suggests persistent or developing language need, schools and districts should consider re-evaluating the student’s English language proficiency level and determine if the student needs additional English language development program services and provide the appropriate English language development instruction and support.
References and Additional Information:
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