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.