Serving English Learners: District Reporting

Submit your supporting & required documentation for each section by following these steps:

Use this webpage as a checklist.
Save this completed checklist as pdf and upload it into your districts unique Monitoring Portfolio on Google Drive.
Upload required documentation into your district's unique Monitoring Portfolio on Google Drive.

Reach out with any questions to Serena Wright, 406-410-4098.

Notice to all districts: Due to the wide range of district and school parental notification forms, and the fact that many do not meet federal requirements, beginning with School Year (SY) 2021-22, TransACT documents must be used. Those sections where TransACT forms must be used are identified within the Monitoring Tool. The Montana Office of Public Instruction (OPI) pays for a state subscription to TransACT for all Montana districts.

The Montana OPI has partnered with TransACT Communications to provide state approved and legally-reviewed parent notices, forms, and letters at no cost for district and school staff. TransACT Customer Care: support@transact.com | 425-977-2100

District
Schools Serving ELs (separate with commas)
Submitter Name

First Name
Last Name
Phone
Area CodePhone Number
Email
1. What is the number of EL students enrolled and entered in AIM in the school district?
1. Evidence
2. Evidence
3. How many reclassified English proficient students (exited ELs) are in the school district?
3. Evidence
4. What is the number and percent of EL students in special education?
4. Evidence
5. What is the number and percent of EL students in the talented and gifted program?
5. Evidence
II. EL Student Performance on Language & Academic Achievement
Elementary: indicate the number of students at each level.
Level 1: Entering
Level 2: Emerging
Level 3: Developing
Level 4: Expanding
Level 5: Bridging
Level 6: Reaching
Middle School: indicate the number of students at each level.
Level 1: Entering
Level 2: Emerging
Level 3: Developing
Level 4: Expanding
Level 5: Bridging
Level 6: Reaching
High School: indicate the number of students at each level.
Level 1: Entering
Level 2: Emerging
Level 3: Developing
Level 4: Expanding
Level 5: Bridging
Level 6: Reaching
III. Identification & Assessment of EL Students
6. What is the process for administering the home language survey (HLS)?
7. Where are the HLS forms stored?
8. What is the process for administering the WIDA English language proficiency screener(s)?
9. Is the staff who administers the English language assessment trained and certified?

Yes No
9. If no, explain:
10. Are clear procedures implemented for the collection and dissemination of the ACCESS for ELLs© data/results to teachers and parents

Yes No
10. If no, explain:
11. Are procedures in place to ensure that assessment data will be used to make decisions about instruction?

Yes No
11. If no, explain:
12. What procedures are in place to exit EL students and reclassifying them in AIM?
IV. Parent Notification
Items 13-17 are required for Title III districts. Non-Title III districts may respond "NA".
13. What is the timeline for notifying parents of identified ELs of their child’s program placement? (Title III districts only)
14. Does the district provide annual notification of program placement as required by federal guidelines? (Title III districts only)

Yes No NA- Non-Title III district
14. If no, explain:
15. Are parent notifications in a language that the parents understand? (Title III districts only)

Yes No NA- Non-Title III district
15. If no, explain:
15a. Do they indicate the reason/s for identifying the student as an EL, including the English proficiency of the student? (Title III districts only)

Yes No NA- Non-Title III district
15a. If no, explain:
15b. Do they explain the availability and types of program services and other options for EL students? (Title III districts only)

Yes No NA- Non-Title III district
15b. If no, explain:
16. How are parents provided an opportunity to engage in a discussion about relevant program options for the EL students? Is this opportunity provided in a culturally and linguistically appropriate manner?
17. Does the school provide parents whose primary language is not English with free and effective language assistance (such as translated materials, appropriate and competent interpreter)? (Title III districts only)

Yes No NA- Non-Title III district
17. If no, explain:
18. How is the school communicating in a meaningful way with parents who are not English proficient about school activities and information sources (e.g., student progress reports, school schedules, information provided in student handbooks, extracurricular activities)?
V. Information on EL Programs and/or Services
19. What EL program and/or services does the school/district provide for ELs?
20. How does this program and/or services address English language proficiency?
21. How does this program and/or services address academic achievement of ELs?
22. Is the educational approach chosen by the district/school recognized as an effective program?

Yes No
22. If no, explain:
23. Does the district have a measurable growth target for English language proficiency?

Yes No
23. If no, explain:
24. What are the mechanisms for tracking progress of students’ English language proficiency?
25. How does the district/schools adjust programmatic and instructional decision-making when district/schools/students are not meeting growth targets within a reasonable length of time?
26. How is staff trained to ensure that EL students are appropriately served by all relevant services for which the student qualifies?
27. If a pull-out ESL program is being implemented, is there a written curriculum with scope and sequence for ESL/ELD instruction?

Yes No
27. If no, explain:
28. Are adequate and appropriate instructional resources, which include sufficient quantities of resources at the appropriate English proficiency and grade-levels, available for EL students?

Yes No
28. If no, explain:
VI. Staffing & Professional Development
29. Is there a clearly defined process to identify the professional development needs of the staff?

Yes No
29. If no, explain:
30. Does the district provide PD for all teachers and other instructional staff to ensure that staff is trained in the EL program and/or services?

Yes No
30. If no, explain:
31. When was the last PD provided for teachers and staff that was specifically designed to support ELs?
32. How does the district ensure that teachers participate in the PD opportunities necessary for improving their effectiveness with ELs?
33.How often are PD follow-up and feedback opportunities provided?
VII. Equal Access for ELs to Other School District Programs
34. What is the district’s clearly defined process for identifying students for special education and gifted services who are also EL?
35. Is there a clearly defined description of the process and steps taken by the district/school to ensure that ELs have an equal opportunity to participate in extracurricular—both academic and non-academic activities? How is this documented?
VIII. Program Evaluation, Review, and Improvement
Items 36-37 are required for Title III districts. Non-Title III districts may respond "NA".
36. What mechanisms are in place to ensure that the ESEA Title III grant objectives and program narrative address expected progress in English language development and subject matter instruction?
37. If your Title III funding is transferred to Title I A-Schoolwide, how are you ensuring that services are provided for your ELs?
38. Is appropriate data maintained so that the success of district programs can be measured in terms of student performance?

Yes No
38. If no, explain:
39. Is the program evaluation ongoing and sufficiently frequent to allow the district to promptly identify and address concerns with the district's EL program and/or services?

Yes No
39. If no, explain:
40. What data is used for evaluating EL programs and/or services?

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Save checklist as PDF and upload it into your district's unique Monitoring Portfolio on Google Drive.

Title Monitoring - Title III, English Learners

Serving English Learners: District Reporting

II. EL Student Performance on Language & Academic Achievement

III. Identification & Assessment of EL Students

IV. Parent Notification

V. Information on EL Programs and/or Services

VI. Staffing & Professional Development

VII. Equal Access for ELs to Other School District Programs

VIII. Program Evaluation, Review, and Improvement

Save checklist as PDF and upload it into your district's unique Monitoring Portfolio on Google Drive.