Page 57 - 2016 Handbook FINAL 4.18.16

Limited English Proficiency Key Decision Points
Evidence of Inadequate Achievement Evidence of Inadequate Achievement Not
Supporting SLD Eligibility Supporting SLD
Question Tool or Data Source (LEP Ruled Out- difficulty accessing or (LEP Ruled In- difficulty accessing or
learning English is not the primary cause of learning English is the primary cause of
Inadequate Achievement) Inadequate Achievement)
What is the EL’s primary MDE Home Language The student’s primary language is English. Student has no history of difficulty learning his
language? Survey* primary language (compared to siblings or
What language is spoken Student has a history of difficulty learning the peers).
at home? Parent Interview Form* primary language (speaking, listening,
By whom and to whom? reading, or writing) compared to siblings or
peers, even before English was introduced.
What is the EL’s Parent Interview Form* Student participated in schooling in primary Student participated in schooling in primary
proficiency in the primary language and struggled, even before English language and did not struggle.
language (consider Oral Language Samples was introduced.
speaking, listening, CALP is established in the primary language.
reading and writing)? Written Language
Have cognitive academic Samples CALP in the primary language has not been
language skills (CALP) in CALP in the primary language has not been established because the student did not
the primary language Bilingual language established as a result of difficulties with participate in schooling in the primary
been established? assessment (speaking, language.
listening, reading, writing) schooling in the primary language.
What is the EL’s schooling Parent Interview Form* Student participated in schooling in primary Student participated in schooling in primary
history? language, and struggled even before English language and did not struggle.
Has any education taken Formal Schooling was introduced.
place in the primary Inventory* CALP is established in the primary language.
language?
How formal and Although schooling was consistent in the CALP in the primary language has not been
consistent has this primary language, CALP in the primary established because the student did not
schooling been? language has not been established as a result participate in schooling in the primary
of learning difficulties in the primary language. language, or because schooling was
inconsistent.
What is the EL’s level of WIDA-APT and/or WIDA Student ‘s English proficiency is judged to be Student’s English proficiency falls in Levels 1-4,
English language ACCESS Results at an English Language Development Level 5 and appears to the primary cause of
proficiency (consider (Bridging) or above (Reaching). inadequate achievement.
speaking, listening, Oral Language Samples
reading and writing)? Student is showing positive growth in
Written Language Student’s English proficiency falls in Levels 1- proficiency levels over time on the WIDA-APT
Samples 4; however English proficiency is not the and/or WIDA ACCESS.
primary cause of inadequate achievement.
Classroom Observations
Student is showing negative growth or
Bilingual language
assessment (speaking, plateauing of proficiency levels over time on
listening, reading, writing) the WIDA-APT and/or WIDA ACCESS.
What has been the extent Parent Interview Form* “Language loss” is occurring at an unexpected “Language loss” is occurring at an expected
of primary language rate. rate (i.e., as English learning increases and
“language loss” exposure to primary language remains
experienced while constant or decreases, the student’s proficiency
learning English as a with the primary language may decrease
second language? temporarily).
Has the EL been provided Teacher Interview Student has not been provided with instruction Student has not been provided with instruction
with instruction to foster to foster English language learning; however, to foster English language learning, however
English language Classroom Observations student has a history of difficulty learning his there is no history of difficulty learning the
learning? primary language (speaking, listening, primary language.
WIDA English Language reading, writing) compared to siblings or
Development Standards peers, even before English was introduced.

Student has been provided with instruction to Student has been provided with instruction to
foster English language learning; however, the foster English language learning, and appears
student has a history of difficulty learning his to be learning well.
primary language (speaking, listening,
reading, writing) compared to siblings or
peers, even before English was introduced.

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