SAMPLE RECOMMENDATIONS/RATIONALES FOR ELL COMMITTEE MEETINGS

SAMPLE RECOMMENDATIONS/RATIONALES FOR ELL COMMITTEE MEETINGS
Purpose for a meeting
 Decline in GPA
(Student in Post Program
Reviews)


Recommendations
(Strategies/program
implementation)
Continue to monitor
progress in
Reading/Language Arts
Continue to monitor
Content Reading: Math,
Science and Social Studies
 Retention
 Modify/Continue
intervention during small
group instruction to address
specific skills
 Specify intervention (HLA
and/or Wonder Works,
before or after-school
tutoring)
 Not Making Adequate
Progress

Use Core Reading/Language
Arts instructional materials
with appropriate ESOL
strategies to improve
listening, speaking, reading
comprehension and writing
skills.
Rationale for Recommendations
(minimum of 2)
Indicators
 Assessment results: Formative to
monitor student achievement
(Grades, STAR/ AR; Data from
Success Maker or other technology
programs, Baseline and Interim
Assessments, FAIR) and Summative
to evaluate student achievement
( CELLA, SAT and/or FCAT)
 Issues are not related to English
language acquisition as indicated by
grades and other available data;
including teacher observation and
running records during D.I.
 Performance on the last
administration of the CELLA test;
FCAT; SAT.
 Lack of focus and/or motivation in
class
 Incomplete assignments/homework
(attached work samples and/or
grades as evidence)
 Attendance, including tardies, has
affected academic progress
 Limited progress as demonstrated on
the FAIR and other available data.
 Evidence of grades in Home Language
Arts (Spanish-S or Haitian-Creole);
feedback from Home Language
teacher
 Evidence of grades in ESOL; Language
Arts/Reading (grade level and
instructional level work samples)
 Assessment results: Grades; SAT;
FCAT scores; Baseline and Interim
Assessment; CELLA scores; FAIR;
STAR/ AR; Data from Imagine
Learning and/or Success Maker;
Achieve 3000.
 Evidence of grades in Home Language
Arts (Spanish-S or Haitian-Creole)
 Evidence of grades and work samples
in ESOL; Language Arts/Reading
 Not Meeting Criteria to Exit
ESOL Program

Continue to provide wholegroup and small-group
instruction in the area of
reading comprehension or
other skills as identified by
available data
 Other (Extension of ESOL
Services etc.)

Continue to receive ESOL
services

Exit the ESOL program
 Other ( Programmatic
Change i.e. Intervention )

Modify intervention
services since student is
limited in the heritage
language (based on data)
 Other (Request a Language
Proficiency Dominance
Assessment (LPDA))

Request a LPDA since
student does not respond
to modification in
instruction/intervention
 Assessment results: (failing, poor, fair
, satisfactory grades); SAT; FCAT
scores; % on Baseline and Interim
Assessment; CELLA scores; FAIR;
STAR/ AR; Data from Imagine
Learning and/or Success Maker;
Achieve 3000.
 Evidence of grades in Home Language
Arts (Spanish-S or Haitian-Creole)
 Evidence of grades and work samples
in ESOL; Language Arts/Reading
 Student does not meet State
standards in Reading/Language
Arts
 Student has not made expected
progress on the Listening/Speaking,
Reading and Writing of the Spring
CELLA and/or CELLA online.
 Grades and other available data
 Student performance on the CELLA
online (proficiency in all modalities)
 Satisfactory grades in core subject
areas, including Content Reading
 SAT or FCAT scores from previous
year.
 Baseline or Interim Assessment
data
 Student scores at a limited level on
the IPT in Spanish or ABASH in
Haitian-Creole.
 Student demonstrates limited
receptive and expressive language
skills in the first language.
 Grades, FAIR data and other
formative and summative
assessments indicate below grade
level mastery.
 Assessment results: Grades;
Running records from Intervention
and/or small-group instruction;
SAT; FCAT scores; Baseline and
Interim Assessment; FAIR; CELLA
scores; STAR/AR; Data from
Imagine Learning and/or Success
Maker; Achieve 3000.