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English Language Learner KnowledgeBase for Administrators & Teachers

This KnowledgeBase archive includes content and external links that were accurate and relevant as of September 30, 2019.

The English Language Learner (ELL) KnowledgeBase for Administrators and Teachers is an online resource supporting both the administration, teaching and execution of programs for English learning students. It offers resources related to Office for Civil Rights (OCR) requirements and the Every Student Succeeds Act (ESSA).

Task 2: Write Policies and Procedures for Exiting and Monitoring ELL Students

Guideline: The school district should establish criteria to determine when a ELL student qualifies for exiting an alternative language program. The district should be able to demonstrate that its exit criteria are based on objective standards that ensure ELL students will be able to participate meaningfully and successfully in the district's regular education program.



OCR Exit Criteria

The OCR September 27, 1991, memorandum includes a section devoted to exit criteria for ELL students. That portion of the memorandum is provided as a specific guidance on exit criteria.

Tools and Resources for Monitoring and Exiting ELLs from EL Programs and Services

As students become proficient in English, and their need of support begins to decline, they pass through three stages. Each stage involves decreased support with regular monitoring. This process provides a safety net of sorts to ensure that if the student should begin to struggle due to language, it is caught quickly and appropriate support is reinstated.

What Legal Obligations Do Schools Have to ELLs?

This NCELA (National Clearinghouse for English Language Acquisition) website offers an answer to the question of, "What legal obligations do schools have to ELLs?" This resource defines the legal obligations schools have to ELLs.

The following guidelines have been outlined for school districts to ensure that their programs are serving ELLs effectively. Districts should:

  • identify students as potential ELLs;
  • assess student's need for ELL services;
  • develop a program which, in the view of experts in the field, has a reasonable chance for success;
  • ensure that necessary staff, curricular materials, and facilities are in place and used properly;
  • develop appropriate evaluation standards, including program exit criteria, for measuring the progress of students; and
  • assess the success of the program and modify it where needed.


RTI for English Language Learners: Appropirately Using Screening and Progress Monitoring Tools to Improve Instructional Outcomes

This link to a March 2011 National Center on response to Intervention brief provides a framework for using Response to Intervention (RTI) with students who are English Language Learners (ELL) from Hispanic backgrounds.


RTI for English Language Learners: Appropriate Screening, Progress Monitoring, and Instructional Planning

In this webinar, Dr. Julie Esparza Brown, Dr. Amanda Sanford, and Erin Lolich focus on improving educational outcomes for English Language Learners (ELLs) through culturally and linguistically responsive implementation of an RTI framework in the area of elementary reading. Specifically, it discusses critical considerations to appropriately utilize screening and progress monitoring data with ELL students to improve reading outcomes by addressing the factors that influence ELL students' academic success. The webinar includes recommendations for the appropriate selection and use of screening and progress monitoring data based on students' unique backgrounds and needs and uses a case study to illustrate these recommendations with a first grade ELL student.  Slides

The contents of this website were developed under a grant from the U.S. Department of Education and are intended for general reference purposes only. However, those contents do not necessarily represent the policy of the U.S. Department of Education or the Center, and you should not assume endorsement by the Federal Government. Some resources on this site require Adobe Acrobat Reader. This website archive includes content and external links that were accurate and relevant as of September 30, 2019.