Question: Why do ELL students typically move through LEP 1 and LEP 2 rather quickly, but take more time to progress through LEP 3, 4, and 5?
Question: How many languages are represented by ELL students in SASD?
Answer: There are approximately 25 languages representing the ELL students in the SASD.
Question: What percentage of ELL students also qualify for Special Education services?
Answer: 11.5% of ELL students also qualify for Special Education services.
Question: In this percentage similar to the non-ELL population?
Answer: Yes, no this percentage is, is not similar to the non-ELL population.
Question: If a parents accepts ELL services, will the child receive a lower level of academic services than a child in the mainstream?
Answer: No, ELL students receive the same level of education as other students. They follow the same curriculum and assessments as regular classrooms, they however have the added challenge of learning English at the same time.
Question: What should be kept in the ELL folder?
Answer: Items to kept in the ELL folder are; a copy of the Home Language Survey, placement testing reults, ACCESS testing results, Refusal Service Letter (if applicable), Re-entry Letter (if applicable), Refusal to Test Letter (if applicable), Adult ELL Contract (if applicable), Appendix 5A (if applicable), Form for Home School (if applicable), Assessment Report (if applicable), Re-evaluation Form (if applicable), and Misidentification Form (if applicable)
Question: How are students who are identified ELL and Special Ed being served?
Question: What are the differences between non-center, modified center and center school?
Answer: A non-center provides minimal services to ELL students. Students receive only itinerant support. Modified centers provide Spanish and Hmong bilingual support to ELL students whenever possible and are in mainstream classrooms for more instructional time. Center schools provide Spanish and Hmong bilingual support on a more consistant basis with LEP 1s and 2s in a separate classroom with more concentrated instructional time.
Question: How is the Sheboygan Area School District tracking or monitoring exited students from the ELL/Bilingual programs?
Answer: Every ELL student who exited the ELL/Bilingual is monitored for two full academic years after they he/she has exited the program. They are monitored by classroom performance, WKCE scores, various other assessments, etc.
Question: What changes have been occurring what regard to ELL at the state level?
Question: What is ELL staffing determined:
Question: How does the Sheboygan Area School District encourage teachers to keep their ELL or Bilingual certification?
Answer: While the District cannot force any teacher to keep any licensure current it the hope that all teachers keep their licensures or obtain additional certifications.