ELL: Place Student in Program

The ELL Process:

About English Language Learner (ELL)
Identify Students
Determine Need
Place Student in Program
Notify Parents
Track Progress
Indicate Alternate Test and/or IDEA/504 Accommodations
Exit Student from Program, Monitor Progress
Summary Boxes in the ELL Worksheet

If test scores indicate the need for ELL supports, the school must place the student in a program. This is done on the Start Program tab of the ELL Worksheet. The Start Program tab appears only after the Identification and Initial Testing tabs contain sufficient data indicating the student needs to be in a program. Criteria to display the Start Program tab are based on the Referral Source:

Enrollment Language: Initial Service Category = “NEP” or “LEP”
Student Focused Team: Home Language Survey is complete and Initial Service Category = “NEP” or “LEP” and one or more Current languages is not English
Student Focused Team Re-entry Decision: one or more Current languages is not English.
Migrated from DELLS: Initial Service Category = “NEP” or “LEP” and one or more Current languages is not English.

Schools indicate when they have notified the parents.

To place a student in a program:

Search for a student
Select the Supports tab.
Expand Programs.
Highlight the ELL Worksheet you need to update. The Actions menu will change.
Select Open Program. The ELL Worksheet is displayed.
Select the Start Program tab.
Enter the following:

Start Date
Instructional Setting

ELL Coordinator - Student Team - the ELL Coordinator's name is automatically displayed, if indicated as "ELL Coord" on the student's Team tab.
ELL/ESL Teacher - Student Team - the ELL/ESL Coordinator's name is automatically displayed, if indicated as "Primary ELL Teacher" on the student's Team tab.
Under LIEP Types, click Edit. The Add LIEP Types modal window is displayed.
Check all LIEP Types that apply, then click OK. For LIEP Type description, see table below.
Assign applicable ELD Curriculum.
When you are done, click Save then Close.
Proceed to the next part of the process, which is to Track Progress.

Language Instruction Educational Program (LIEP) Types:

English as a Second Language (ESL) / English Language Development, EL Program Teacher

ESL/ELD Pull-out, POE - This goal is foundational English language development with explicit language instruction through thematic or topical units. The setting is pull-out or a self-contained classroom.
ESL/ELD Push-in, PIE - The goal is foundational English language development with explicit language instruction through thematic or topical units. The setting is push-in to the general education classroom.
Content-Based ESL, CBE - The goal is language development taught through content with a focus on developing English using topics from content areas such as math and science. The curriculum does not need to be identical to grade-level curriculum but should be aligned. The setting is pull-out or a self-contained classroom.
Newcomer Program, NP - The goals are survival English and U.S. culture/education acculturation. Students receive direct, explicit English instruction to learn social language and should be in this program no longer than one academic school year. The setting is pull-out or a self-contained classroom.

Grade-level/Content Teacher

Sheltered Instruction, SI - The goal is content learning with academic language supports. Depending on ELP levels, ELs in a sheltered instruction program type must also receive English language development assistance through another type of LIEP. The setting is the general education classroom.

Bilingual Program Teacher

Transitional Bilingual Program, TBI - The goals are academic achievement and proficiency in English with students’ home language used as a language of instruction that gradually transitions to only English over time. The setting is the grade-level content classroom with students sharing the same home language.
One-Way Dual Language Program, OWD - The goals are academic achievement in two languages, bilingualism, and biliteracy in English and another language. The setting is the grade-level content classroom where most if not all students speak a common non-English language as their first language.
Two-Way Dual Language Program, TWI - The goals are academic achievement, bilingualism, and biliteracy in English and another language. The setting is the grade-level content classroom where half of the class speaks English as the first language and another half speaks the other language as the first language.

Language Teacher

Heritage Language Program, HL -The goal is proficiency in the heritage/home language, especially in reading and writing skills. The setting is the language classroom.