English Language Learners (ELLs)
FAMIS Conference
June 21, 2016
Tallahassee, Florida
Extension of Services
in ESOL Programs
• Must have an ELL Committee to extend services
• Convened no earlier than 30 school days prior to the third
anniversary of the student’s Date Entered United States School (not
ELL: Entry Date)
• Cannot be after the anniversary date
• If the anniversary date falls between the release of the statewide
English Language Proficiency Assessment (ELPA) [ACCESS for
ELLs or Alternate ACCESS for ELLs for 15-16] and Applicable
Statewide Standardized Assessment (ASSA) scores [FCAT retakes,
FSA in ELA or FSAA for 2015-16] and October 1 of the following
school year, districts may use ELPA [ACCESS for ELLs or
Alternate ACCESS for ELLs for 15-16] + ASSA [FCAT retakes for
15-16] or ELPA + ASSA [FSA in ELA for 15-16] or ELPA + FSAA
for 15-16 for the assessment to extend services so the ELLs will
not have to be tested again.
• This does not mean that districts have until October 1 to convene
the ELL Committee unless the students have anniversary dates in
the first two weeks of school.
Scenario
 Example for Discussion
 DEUSS 8/24/09
 Entered Local Educational Agency (LEA) 4/1/14
 Initial Placement Test (IPT) 4/21/14 – Tested Limited
English Speaking and placed in ESOL
 Is the above adequate to meet requirements for the fall?
 Resolution: An ELL Committee should have convened and
English Language Proficiency test given prior to October 1
based on the student’s DEUSS of 8/24/09. The IPT and
determination to place student in April is no longer
adequate for reporting in ESOL in October. Many times,
LEAs think that the April testing and placement covers
them for the upcoming year which it doesn’t.
Exiting ELLs from ESOL
• 1. English Language Proficiency Assessment (ACCESS for ELLs for 1516); English Language Proficiency Assessment (ELPA) [ACCESS for
ELLs for 15-16] and Applicable Statewide Standardized Assessment
(ASSA) [FCAT or FSA in ELA for 15-16]
• Grades K-2 = ELPA Only – overall proficiency level of 5.0 and
minimum proficiency of 4.0 in each one of the four language
domains, Listening, Speaking, Reading, Writing (LSRW) [ACCESS
for ELLs or Alternate ACCESS for ELLs for 15-16].
• Grades 3-9 = ELPA - overall proficiency level of 5.0 and minimum
proficiency of 4.0 in each one of the four language domains, LSRW
(ACCESS for ELLs or Alternate ACCESS for ELLs for 15-16) +
ASSA – passing score on FCAT Reading, FSA in ELA or FSAA
administered in the 2015-16 school year.
• Grades 10-12 = ELPA - overall proficiency level of 5.0 and
minimum proficiency of 4.0 in each one of the four language
domains, LSRW (ACCESS for ELLs for 15-16) + ASSA - 10th
grade FCAT in Reading, FSA in ELA or FSAA sufficient to meet
applicable graduation requirements, or an equivalent concordant
score pursuant to 1008.22, F.S.
• 2. ELL Committee
Basis of Exit Data Element Updates
 Updated Codes for H, I, and J
 Code H
 For grades K-2, qualifying exit scores on the English Language
Assessments per Rule 6A-6.0903.
 Code I
 For grades 3-10, qualifying exit scores on the English Language
Assessments per Rule 6A-6.0903, including an achievement
level of 3 or higher on FCAT Reading or FSA in English
Language Arts (ELA).
 Code J
 For grades 10-12, qualifying exit scores on the English
Language Assessments per Rule 6A-6.0903 and a score on the
10th Grade FCAT Reading or FSA in English Language Arts
(ELA) sufficient to meet applicable graduation requirements or
an equivalent concordant score pursuant to Section 1008.22, F.S.
New Items (Assessments)
 ACCESS for ELLs 2.0
 Appendices I (Test Name Table) and L (Test Subject
Content Codes)
 Check/Update District Codes for the Following Assessments:
1. WIDA ACCESS for ELLs 2.0
2. WIDA Kindergarten ACCESS for ELLS
3. WIDA Alternate ACCESS for ELLs
4. W-APT Assessment
5. WIDA MODEL Assessment
6. WIDA Screener (Coming Soon)
* For the assessments listed above, please indicate who is
tested, grade level, purpose and brief description of test
New Items
(English Language Learners: Tier Placement)



2016-2017 Student Database Manual provides the new data element for tier
placement. Tier Placement and Test Materials Ordering will now be captured on PreID
Code A =Tier A – placement based on one of the following criteria
 Placement determined from the W-APT, WIDA MODEL, or WIDA Screener.
 Student arrived in the U.S. or entered school in the U.S. within this academic
school year without previous instruction in English.
 Student currently receives literacy instruction ONLY in their native language.
 Student recently achieved an overall composite score of 1.0–2.0 on the
statewide English language proficiency assessment.
Code B =Tier B – placement based on one of the following criteria
 Placement determined from the W-APT, WIDA MODEL, or WIDA Screener.
 Student has social language proficiency and some, but not extensive, language
proficiency in English
 Student has acquired some literacy in English though have not yet reached
grade level literacy.
 Student recently achieved an overall composite score of 2.1–3.0 on the
statewide English language proficiency.
New Items
(English Language Learners: Tier Placement)


Code C =Tier C – placement based on one of the following criteria:
 Placement determined from the W-APT, WIDA MODEL, or WIDA
Screener.
 Student is approaching grade level in literacy and academic language
proficiency in the core content areas.
 Student will likely meet the state’s exit criteria for support services by the
end of the academic year.
 Student recently achieved an overall composite score of 3.1–6.0 on the
statewide English language proficiency assessment.
Code D = Alternate Tier – placement based on all of the following criteria:
 Student has a significant cognitive disability and receives special
education under IDEA (2004).
 Student requires extensive direct individualized instruction and substantial
supports to achieve measurable gains in the grade and age appropriate
curriculum.
 Student is enrolled in grades 1–12.

Code Z = Not Applicable – placement based on one of the following criteria
 Use for KG students and for ELL students coded as LF, LP or LZ on the
English Language Learners, PK-12 data element.
ELL Data Issues
 Date Entered United States School (DEUSS)
 The month, day and year the student entered school in the
United States (any of the 50 states and the District of
Columbia, excluding U.S. territories and possessions).
 This element is required for students who are coded LY or LP
on the element English Language Learners, PK-12 in Survey
Periods 2, 3 or 5.
 This element is also required for Immigrant Students reported
with a code of Y on the Federal/State Indicator Status format
in Survey Periods 2, 3 or 5, unless Immigrant Student’s Grade
Level = PK, then date should be reported as 00000000.
 If only the month and year is known, use the last day of the
month in the ‘Day’ field.
ELL Data Issues
 Students coded ZZ with ELL data points (Date of
Entry, Date or Exit, Test Dates, etc.)
 Florida – 832
 Immigrants (Y) with Country of Birth as United
States (US) or Puerto Rico (PR)
 Florida – 2,589
 A student with Immigrant code of Y cannot have a COB as US or
PR.
 ELLs’ Time in Program more than 13 years
 Florida – 339 LY
 Some ELL Entry Dates are as far back as the late 1990’s.
 Is your LEA receiving Title III federal funds for students who
were reported in Survey 3, but were not in attendance in your
district or were no longer in LY status?
Questions?
Contact Information
Chane Eplin, Bureau Chief
Student Achievement through Language
Acquisition
850-245-0417
[email protected]