Page 58 - 2016 Handbook FINAL 4.18.16

Evidence of Inadequate Achievement Evidence of Inadequate Achievement Not
Question Supporting SLD Eligibility Supporting SLD
(continued) 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)
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 progress in classroom academic to foster progress in classroom academic
access to and progress in Classroom Observations content; however, student has a history of content; however, there is no history of
the classroom academic difficulty learning his primary language difficulty learning the primary language.
content? WIDA English Language (speaking, listening, reading, or writing)
Development Standards compared to siblings or peers, even before
English was introduced.
Student has been provided with instruction to
Student has been provided with instruction to
foster progress in classroom academic foster progress in classroom academic content,
content; however, the student has a history of and appears to be learning well.
difficulty learning his primary language
(speaking, listening, reading, or writing)
compared to siblings or peers, even before
English was introduced.
What has the EL’s Oral Language Samples Student has been provided with instruction to Student has been provided with instruction to
response been to both Written Language foster English language learning and progress foster English language learning and progress
English language Samples in classroom academic content, and his rate of in classroom academic content, and his rate of
instruction and classroom response is below what is expected for response is expected for students with similar
academic instruction? Classroom Observations students with similar language-learning and language-learning and schooling backgrounds.

State Assessment Results schooling backgrounds.
and WIDA ACCESS
Results For reading, student is making gains of at least
For reading, student is making less than 6 6 -18 months’ growth in decoding per grade-
District-wide Assessment months of growth in decoding per grade-level level, with acceleration of skills occurring as the
Results
with no acceleration of skills occurring as the student gains English proficiency.
Progress Monitoring Data student gains English proficiency.
Student is meeting criteria specified in the
Specific Indicators from
Title III Program Student is not meeting criteria specified in the district’s Title III Program Evaluation Report or
Evaluation Report or Title district’s Title III Program Evaluation Report or Title III Handbook.
III Handbook Title III Handbook.

Single Case Design Study

WIDA English Language
Development Standards
How does the EL respond WIDA ACCESS Results Student is demonstrating negative growth or Student is demonstrating positive growth with
when provided with WIDA English Language plateauing with WIDA English Language WIDA English Language Development
effective instruction, Development Standards Development Standards. Standards.
implemented with
treatment integrity, for a Classroom Observations
sufficient length of time? Specific Indicators from
Title III Program
Evaluation Report or Title
III Handbook
Is the EL’s response to Oral Language Samples Student’s response to adequate instruction is Student’s response to adequate instruction is
English instruction and Written Language very different from the response of other ELs very similar to the response of other ELs with
classroom academic Samples with similar language-learning and schooling similar language-learning and schooling
instruction similar to or backgrounds. backgrounds.
different from the Classroom Observations

response of the majority State Assessment Results Inadequate achievement is not a result of The primary reason for academic delays is
of the ELs with similar difficulty accessing or learning the English related to acquiring English.
language-learning and WIDA ACCESS Results language.

schooling backgrounds? WIDA English Language
Development Standards

District-wide Assessment
Results

Progress Monitoring Data

Specific Indicators from
Title III Program
Evaluation Report or Title
III Handbook
*Note: See Michigan Department of Education Home Language Survey, Oakland Schools Formal Schooling Inventory, and Oakland Schools Parent
Interview Form at www.oakland.k12.mi.us/SLD.

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