A. Intake Procedures: State Codes for ELLs and Data Collection
Upon identification and placement, students should be given a code in the InformationNow (INow) Program. The table below contains codes used by State Student Assessment and INFORMATIONNOW (INOW) along with a definition of codes. For state assessment and accountability purposes, the SDE uses one coding system for ELs. Similar codes are also used by the SDE for data collection from INFORMATIONNOW (INOW). See Table 1 for a list of comparison of codes.
English Learners whose parents have waived supplemental Title III services must be assessed on the ACCESS for ELLs® English language proficiency test until they are proficient in English with a composite score of 4.8 or above. Students are coded on the ACCESS for ELLs® test as having waived services.
The goal for students who are ELs is that they attain fluency in English, master the state’s academic content standards as demonstrated by proficiency on the state’s required student assessments, and pass all sections of the Alabama High School Graduation Exam (AHSGE). Research related to student placement and retention shows that ELs should be placed age-appropriately in the mainstream classroom. This provides them with access to challenging, grade-level content instruction and the opportunity to interact with their English speaking peers. It is important that ELs be placed in the least restrictive educational environment. At the high school level, credits should be awarded based on transcripts provided by the students/parents, even if the coursework was taken in another country. If transcripts are in a language other than English, translations should be sought so that credits can be awarded.
English Learners are eligible to participate in advanced placement courses; however, according to the College Board Advanced Placement Program, accommodations for ELs are not permitted on AP Exams. Please note that ELs enrolled in AP courses should receive classroom accommodations so that they have access to content. It is important that this information is shared with parents and students.
There are no special exceptions for Foreign Exchange or F-1 Visa students who are limited-English proficient for the purposes of English Language Proficiency assessments as long as they attend a school in the United States. Foreign Exchange or F-1 Visa students who are limited-English proficient must receive ESL services, and if applicable, Title III Supplementary Services. Any student identified as a Foreign Exchange Student who is not working toward a diploma is not required to take the AHSGE (for clarification, contact Student Assessment). Foreign exchange students are included in the State’s immigrant count for Title III funding purposes:
Also note that under the Elementary & Secondary Education Act (ESEA), an exchange student would not be exempt from any Title I required assessment, specifically, in this case, the ELP assessment.