Office of English Language Learners

Based on MA DESE Guidelines for Using MEPA Results to Plan Sheltered English Immersion (SEI) Instructional Programming and Make Classification Decisions for Limited English Proficient (LEP) Students (rev. Dec. 2012)

OFFICE OF ENGLISH LANGUAGE LEARNERS MONITORING ACADEMIC PROGRESS OF FLEP STUDENT Complete after each Report Card for EVERY FLEP student for two years after the student’s FLEP date. Completed form should be placed in student’s ELD folder.

School Student’s FLEP Reclassification Date: ______

Name Student Number Grade______

A. Report Card Grades: Report grades for each marking term Academic Area Term 1 (6-8) Term 2 (6-8) Term 3 (6-8) Term 4 Fall Semester (2-5) Winter Semester (2-5) Spring Semester (2-5) ELA/Reading*: Math: Science: Social Studies/History/Humanities:

B. Academic or Language Support this student receives now, or received previously (attach any pertinent documentation): • Term 1 / Fall Semester

• Term 2 / Winter Semester  Academic support consistent with prior term(s)  Additional support noted below

• Term 3 / Spring Semester  Academic support consistent with prior term(s)  Additional support noted below

• Term 4  Academic support consistent with prior term(s)  Additional support noted below

C. For students with 1 or 2 or C/D/F in major subjects schedule LAT Meeting. Document meeting proceedings below:

At a meeting on (date)______the Language Acquisition Team reviewed this student’s performance, and considered what factors are preventing the student from meeting grade level standards. The team determined the following: Language proficiency IS NOT a significant reason the student is not meeting grade level academic standards. Action steps to be taken: ___Student was/will be referred to Student Support Team on (date) ___Other action:

Language proficiency IS a significant barrier preventing the student from meeting grade level academic standards. Action steps (check all that apply): ___Restore ELL status (follow instructions on the Request to Change LEP/SIFE Status, ELD, or ELE Program Code form if re-entering a language support program. ___Student will receive ESL______hours/week. ___Student will be placed with teachers qualified to teach ELLs according to state regulations (SEI Endorsement and/or ESL license) in those subject areas where grades are 1 or 2 (C-/D/F). ___2-year monitoring period is ending; student will be referred to SST ___Other action and follow-up:

Signature of LAT Facilitator Date Signature of Principal or Headmaster Date

Form may be audited during a Program Review by OELL, DOJ, OCR and/or MA DESE FLEP Monitoring Form, Rev. June 9, 2014 Based on MA DESE Guidelines for Using MEPA Results to Plan Sheltered English Immersion (SEI) Instructional Programming and Make Classification Decisions for Limited English Proficient (LEP) Students (rev. Dec. 2012) *NOTE: Any ELD Level or programmatic change needs to be informed to parent in writing and needs to be requested by submitting the Request to Change LEP/SIFE Status, ELD, or ELE Program Code form to OELL. Appendix:

Attendance/Tardy data: Term 1 Term 2 Term 3 Term 4 Attendance

Assessment Record: Term 1 Term 2 Term 3 Term 4 ELA/Reading: ANET 1 Results:  ANET 2 Results:  ANET 3 Results:  MCAS, Spring 2014 MEPA, Fall 2014 Math: ANET 1 Results:  ANET 2 Results:  ANET 3 Results:  MCAS, Spring 2014 Science: Reading

Writing/Analytical

Speaking / Listening

MCAS, Spring 2014 (if applicable)

Social Studies: CWA Assessments

Reading

Writing/Analytical

Speaking / Listening

Form may be audited during a Program Review by OELL, DOJ, OCR and/or MA DESE FLEP Monitoring Form, Rev. June 9, 2014