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Monthly Reports

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Language Proficiency (LPL) Report
McKinney-Vento Homeless Report
Native American (Title VI) Report

Language Proficiency (LPL) Report

This report includes all students who are currently and previously identified as English learners based on their answers to the questions on the Home Language Survey during the registration process the year they were identified.

  • Share with:
    • Secretary responsible for identifying English learners
    • Counselor(s) who work with English learners
    • ELD Lead Teacher
  • Support Patterns:
    • Elementary
      • ELD Support Pattern #1: Levels 1-4: Student is placed in an ESL endorsed class all day. The teacher will provided targeted English language development (ELD) during Language Arts and targeted academic language during other content areas.
      • ELD Support Pattern #2: Levels 1-4: Student is placed with a homeroom teacher who is not ESL endorsed and rotates to an ESL endorsed teacher for the required amount of time for English language development (ELD). The homeroom teacher also works on targeted academic language during other content areas.
    • Secondary
      • ELD Support Pattern #1: Levels 1-4: Student is placed with a Language Arts teacher who is ESL endorsed where the teacher will provided targeted English language development (ELD). Student is also placed, where possible, with ESL endorsed teachers who can shelter instruction and target academic language in their various content areas.
      • ELD Support Pattern #2: Levels 1-4: Student is placed with a Language Arts teacher who is not ESL endorsed. Student is also place in an English language development class (ELD) where the teacher will provided targeted English language development (ELD). Student is also placed, where possible, with ESL endorsed teachers who can shelter instruction and target academic language in their various content areas.
  • Support Time Required:
    • Level 1: Students are required to have 40-60 minutes (Kindergarten) or 80-120 minutes (Grades 1-12) of English language development (ELD) instructional time every day.
    • Levels 2, 3 and 4: Students are required to have 20-20 minutes (Kindergarten) or 40-60 minutes (Grades 1-12) of English language development (ELD) instructional time every day.
    • Levels 5 and 6 (Monitored): Students may be with ESL endorsed teachers, but it is not required. Students will be monitored on classroom performance and SAGE testing for 4 years. This student may still need some language and/or content support.
    • Level T (Transitioned): Student has successfully completed 4 years of monitoring and is fully mainstreamed. This student may still need some language and/or content support.
    • Level N (Non-English learner): Student was identified with an additional language, but it was determined that English was not the additional language or the student student tested fluent or bilingual on the initial screening test or the student really only speaks English and they were identified in error.
  • Language Skills at each Proficiency Level: To understand what students should be able to do linguistically at each proficiency level, see the WiDA Can Do Descriptors (from the WiDA Download Library) for each of the following grade clusters:
    • Can Do Descriptors, Key Uses Editions
      • Can Do Descriptors, Key Uses Edition, K-12 FAQ PDF
      • Can Do Descriptors, Early Years PDF
      • Can Do Descriptors, Key Uses Edition Kindergarten PDF
      • Can Do Descriptors, Key Uses Edition Grade 1 PDF
      • Can Do Descriptors, Key Uses Edition Grades 2-3 PDF
      • Can Do Descriptors, Key Uses Edition Grades 4-5 PDF
      • Can Do Descriptors, Key Uses Edition Grades 6-8 PDF
      • Can Do Descriptors, Key Uses Edition Grades 9-12 PDF
    • Can Do Descriptors, Original Editions
      • Can Do Descriptors, Original Edition PreK-K PDF
      • Can Do Descriptors, Original Edition Grades 1-2 PDF
      • Can Do Descriptors, Original Edition Grades 3-5 PDF
      • Can Do Descriptors, Original Edition Grades 6-8 PDF
      • Can Do Descriptors, Original Edition Grades 9-12 PDF
  • Contacts:

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McKinney-Vento Homeless Report

This report is a list of students who have been identified as meeting of the 6 criteria of homelessness under the McKinney-Vento Act, (1987), during the current school year.

  • Share with the following:
    • Secretary responsible for the Residency Questionnaire
    • Homeless Liaison
    • Counselors
  • What to do with this report:
    • Review the list and document any changes or concerns.
    • New students: Add and send a copy of the Residency Questionnaire to Hilda Lloyd in Educational Support Services.
    • Exited students: Send the exit date and reason (i.e. found permanent housing) to Hilda Lloyd in Educational Support Services.
    • Note regarding category #6 "unaccompanied" minors: Due to State recording guidelines, students qualifying in this category must also be identified under on of the other living conditions and will show up on this report based on the latter.
  • Contacts:

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Native American (Title VI) Report

This report is a list of students who have been identified as being Native American.

  • Share with the following:
    • Secretary responsible for distributing and collecting the Title VI 506 forms
    • Counselors
  • What to do with this report:
    • Review the list and document any changes or concerns.
    • New students: Collect the 506 form and send the original to Sheri Sample in Educational Support Services.
  • Contacts:

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